1. Presentation by Dr. Brian Butler Disability Support Service UCC

2. Universal Design is design for all. School of Design North Carolina State University www.design.ncsu.edu/cud/www.design.ncsu.edu/cud/

3. Under the Disability Act 2005 the National Disability Authority in Ireland was commissioned to set in place the Centre for Excellence in Universal Design (CEUD) www.universaldesign.ie

4. Aims of CEUD are to promote the principles of UD in architecture, environmental design and product design

5. 1 Equitable use – For people with diverse abilities 2 Flexibility in use – Accommodates a wide range of individual preferences and abilities 3 Simple and intuitive use - Use of the design is easy to understand regardless of the users experience, knowledge, language skills or current concentration level

6. 4 Perceptible information – The design communicates necessary information effectively to the user regardless of ambient conditions or the user’s sensory abilities 5 Tolerance for error - The design minimizes hazards and the adverse consequences of accidental or unintended actions 6 Low physical effort – The design can be used efficiently and comfortably and with a minimum of fatigue 7 Size and space for approach and use – Appropriate size and space is provided for approach, reach, manipulation and use regardless of user’s body size, posture or mobility

7. It is a set of principles for curriculum development that give all individuals equal opportunity to learn

8. It provides a blueprint for creating instructional: Goals Methods Materials Assessments

9. CAST have drawn up 3 principles of Universal Design for Learning and these reflect the basic neurology of the learning brain: Recognition networks Strategic networks Effective networks www.cast.org

10. Multiple forms of Representation Multiple forms of Expression Multiple forms of Engagement (For guidelines see www.udlcenter.org)

11. What negative factors can impact on learning? Being in an unfamiliar culture Having major life commitments outside academic life Stress or anxiety disorders Physical conditions that cause mobility impairment. Sensory conditions such as hearing or seeing Specific learning difficulty. Such as dyslexia or dyscalculia

12. Universal thinking considers the potential needs of all learners It identifies and eliminates barriers to teaching and learning It maximizes learning for learners of all backgrounds and learner preferences while minimizing the need for special accommodations

13. UDL offers strategies that remove barriers to learning It provides flexibility to enable students to access learning in ways that make sense for them It helps address legislation Helps address changing demographics Makes optimum use of developing technologies in education

14. Course web site can be vital for providing variety in instruction and materials: Syllabus of course or program of study Assignments Discussion groups Class projects Class notes

15. Video material Podcasts PowerPoint slides for lectures Reading material Links to other websites can also help provide additional representations of a topic

16. Flexibility of digital media: Text can be presented in: Any size As speech In the context of a concept map In Braille

17. Ensure all digital media passes accessibility guidelines Using alt-text for graphical images is important See: Royal National Institute for the Blind www.rnib.org.uk/professionals/web- accessibility World Wide Web Consortium www.w3.com

18. www.w3.org/wai/er/tools/ Other important resource Information available on how to create accessible: Word documents, PDF documents, PowerPoint presentations E-mails www.ucc.ie/en/teachlearn/resources/ Also see www.universaldesign.ie/newsandevents/pres entationsun