1. Universal Design for Evaluation Summit on VR Program Evaluation & Quality Assurance September 16, 2013
Jennifer Sullivan Sulewski, Ph.D
Institute for Community Inclusion
University of Massachusetts, Boston
June Gothberg, Ph.D
Michigan Center for Educational Networking
Background: UDE, UDE checklist, myself & June.

2. IMAGE: Jennifer and June at the American Evaluation Association conference, holding a sign saying “I will be responsive to culture in my evaluation work by… using Universal Design for Evaluation.”
Our work started from a panel Jen organized in 2009
Past Co-Chairs of the Disabilities and Other Vulnerable Population TIG at the American Evaluation Association.

3. Introductions Name Affiliation
One thing you are hoping to get from today

4. What is Universal Design?
Universal Design (UD) is the design of products and environments to be usable by all people, to the greatest extent possible, without the need for adaptation or specialized design.
IMAGE: silhouettes of people including a wheelchair user, someone pushing a baby stroller, someone dragging a suitcase, a pregnant woman.
Center for Universal Design, North Carolina State University

5. “When you include the extremes of everybody, that’s to say differently abled people of all sorts, then you produce things that are better for all of us” ~ Michael Wolff
UD improves the experience across the broadest range of users.
Why Universal Design?
IMAGE: several photos in a collage, including several of people, a baby stroller, a guide dog, a person wearing a hearing aid, a person using a wheelchair, a person using a cane.
©2010 Norsk Designråd DOGA

6. Designed to be Useable by ‘All’
Velcro
Electric toothbrush
Single tap facets
Flexible drinking straws
Audio books
Automatic doors
Q-drums
IMAGES: five images in a vertical column. Velcro shoes, electric toothbrush, single tap faucet, flexible drinking straw, Q-drum (a rolling drum for carrying/dragging water)

7. Principles of Universal Design
Equitable use
Flexibility in use
Simple and intuitive use
Perceptible information
Tolerance for error
Low physical effort
Size and space for approach and use
Center for Universal Design, North Carolina State University

8. Principle One: Equitable Use
Image: cartoon of someone shoveling stairs while the ramp is still covered in snow. Kid in wheelchair: “Could you please shovel the ramp?” Janitor: “All these other kids are waiting to use the stairs. When I get through shoveling them off, then I will clear the ramp for you.” Kid: “But if you shovel the ramp, we can all get in!”
The design is useful and marketable to people with diverse abilities.

9. Consent process
- need for consent from guardians for those under guardianship
- present information verbally as well as on paper
- process of negotiation with the IRB
IMAGE: consent form for “Making the Transition to Work” project.

10. Principle Two: Flexibility in Use
The design accommodates a wide range of individual preferences and abilities.
IMAGE: staircase with integrated ramp.

11. Multiple methods and sources
State
Local provider agency
Local provider agency
Local provider agency
Individual
Individual
Individual
Individual
Individual
Individual
Case study approach allows for inclusion of multiple perspectives - people with & without disabilities - embedded to create a story
Individual
Individual
Individual

12. Principle Three: Simple & Intuitive
As we show you examples of the seven principles, please jot down notes to how they might apply to your evaluation or research project.
Use of the design is easy to understand, regardless of the user's experience,knowledge, language skills, or current concentration level. Eliminate unnecessary complexity.
IMAGE: cup of instant noodles with text & pictorial cooking directions.

13. Different survey versions for different audiences
IMAGE: Post-training survey form for parents participating in a transition training.

14. Different survey versions for different audiences
IMAGE: simpler post-training survey for students.

15. Principle Four: Perceptible Information
The design communicates necessary information effectively to the user,regardless of ambient conditions or the user's sensory abilities.
IMAGE: pictorial restroom sign.

16. IMAGE: “Real People Real Jobs” website with text & video employment success stories.

17. Principle Five: Tolerance for Error
The design minimizes hazards and the adverse consequences of accidental or unintended actions
IMAGE: “Undo” button on a computer software menu

18. Use of probes to clarify questions
Thinking about the past year, what three issues do you think are at the top of the policy agenda for DDS?
PROBE: What are three things that DDS cares about most?
PROBE: They say they care about (insert example here) – do you agree with that?

19. Principle Six: Low Physical Effort
As we show you examples of the seven principles, please jot down notes to how they might apply to your evaluation or research project.
The design can be used efficiently and comfortably, and with a minimum of fatigue.
IMAGE: Young boy dragging a Q-drum, a rolling, donut-shaped water drum.
©Pieter Hendrikse

20. IMAGE: public transit bus on a city street.

21. Principle Seven: 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.
IMAGE: Man in a wheelchair working in an accessible kitchen space.
foreveractivemed.com

22. IMAGE: woman in a wheelchair at a meeting.

23. Meet people where they are at.
IMAGE: winding road through a forest.
flickr.com/photos/robotbrainz/ /

24. Thoughts or questions?
IMAGE: Silhouette of a manwith a question mark over his head.

25. Discussion Questions

26. What, if anything, was new information in the introduction to Universal Design for Evaluation?

27. In your evaluation work, what steps have you taken to ensure inclusion of a diverse range of participants?

28. What lessons have you learned in working with people with disabilities and other vulnerable populations? What tips would you like to share with the group?

29. Jennifer Sullivan Sulewski Institute for Community Inclusion University of Massachusetts, Boston (617)