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Getting Universal – in Design, That Is: Helping Educators Engage
Students with DisabilitiesJim Stachowiak
Noel Estrada Hernandez
Tom Shaff
September 25, 2009
Introduction
• Personnel– Jim Stachowiak,
MSE, ATP– Noel Estrada
Hernandez, PhD– Tom Shaff, MA
• ICATER• Universal Access
Today’s Agenda
• What is Universal Design?
• What is Universal Design for Learning?
• How can UDL be implemented in class?
• Using technology to implement UDL
What is Universal Design?
Universal Design
• The design of products and environments to be used by all people, to the greatest extent possible, without the need for adaptation or specialized design -Ronald Mace, NCSU
Universal Design
• It is a method to proactively include all people in the design of an environment or product
• Cheaper than retrofitting
• Often has unintended benefits
What is Universal Design for Learning?
Universal Design for Learning is…
• A goal• A process focused on planning• An idea that multiple approaches are need to reach all• A proactive process that can be implemented in incremental
steps• Accessible, usable, and inclusive• A means for limiting the need for formal accommodations• Difficult to ever fully implement, but done in steps
Universal Design for Learning is Not….
• Groundbreaking
• One single solution
• A means to lower quality or standards
• A means to make classes accessible to unqualified students
• Completely required in every class (Ex. It is not practical to have an interpreter in every class, just in case a student needs one)
• A replacement for good teaching, it is a complement
Universal Design for Learning
Center for Applied Special Technology
UDL Helps All Students
• Students with Disabilities• Students with Language
Differences• Students with Cultural
Differences• Students with Learning
Differences• Students that may need to
miss class for various reasons
What is the Current Situation?
• College students must obtain their own accommodations but many do not
• Only about 40% of students self identify• UI conducted an accommodations needs
assessment– 75% had an invisible disability– 58% were not registered with SDS
Implementing UDL• The Classroom Environment
– Syllabus
– Physical Environment
• The Class Presentation– Determining the Essentials
– Varying Methods
– Lecturing
• The Class Products– Supports
– Assignments
– Assessments
UDL and the Classroom Environment
The Syllabus
• Typically the first contact students have with your class• Must include a disability/accommodations statement
– Include institutions language
– Include personal values statement
• Provide information in at least two formats• Clearly explain the goals of the class• Provide multiple ways to contact you• Only 77% of UI instructors always include a disability statement
Discussing the Disability Statement
• Signifies its importance to you• Speaks to your acceptance of disability• Indicates you are willing to work with all students
that have difficulties• Creates a trust with the students• Treat this more as an open invite for discussions
than a statement• Collect a student information card
What Should be Included in this Statement?
• A statement of your appreciation for diversity• An invitation for the student with the documented
disability to meet to discuss their needs• Notification that the request must be made in a
timely manner• A statement encouraging students to register with
the Student Disability Services Office
Creating an Accessible Physical Environment
• Can every student get into the classroom?
• Can every student navigate the room?
• Does everyone have a choice of where to sit?
Creating an Accessible Physical Environment
• Do you know the emergency plans helping students with disabilities evacuate the room?
• Can everyone see and hear the instructor?
• Are the accessibility features on the AV equipment on?
UDL and the Class Presentation
Determining the Essentials
• What is it that the students must be able to do by the end of this course?
• What must they know?• Why must they be able to do it or know it?• In what ways can the student demonstrate
that he or she knows the information and can do the task?
Example
• “Students will write a report on the Civil War”
• “Students will be able to demonstrate an understanding of the issues leading to the Civil War”
Vary Methods
• Lecture• Videos• Multimedia
Presentations• Discussions• Group Work• Simulations
Accessible Videos
• Try to choose videos that are already captioned
• Help all types of students– Students with hearing
impairments– Students with language
barriers– Students in noisy rooms
UDL in Lectures
• Incorporate natural supports into presentation– Summarize– Provide a guide
• Ask questions– Pause and give a
chance for formulation
What Constitutes an Accessible PowerPoint?
• A solid background• Good contrast• Important info highlighted in some way other than
just a color change (ex. 57*)• Sufficient font size• A sans serif font• Only necessary number of slides• Good descriptions for each picture
UDL and Class Products
Following the learner-centered path
UDL and Class Products
• Digital Text
• Learning Supports
• Web Accessibility
• Assignments
• Assessment
Digital Text
• Accessible to all• Easily manipulated by
individual students– Braille– Audio– LargePrint
• Sustainable
Digital Text
• If possible, choose textbooks that are available in digital form
• Choose text and reading early
• Make learning supports available in digital text
• Post multiple formats of each support
Digital Text Accessibility
• Just posting things online does not make them accessible
• Many PDFs can be inaccessible– Locked– Scanned image of text
Learning Supports
Class Outlines• Provide a structure for the
class• Helps students that have
difficulty with organization• Helps students better prepare
for class• Helps students determine the
important points of class
Class PowerPoint Slides• Students can use as a guide
for notes• Allows students to focus on
class, not mechanical task of writing notes
• Put online before class, save as a Word document to enable access for screen readers
Learning Supports – Class Notes
• Class notes are a common accommodation
• Providing them to everyone in class benefits all
• Good study reference for tests
Match Pedagogy to Products
• Demonstrate learning
• Alternative to standard MC/CA/essay tests
• Interactive
• Continuous feedback
• Performance rubrics
Match Pedagogy to Products
• Extend time for fieldwork or tests
• Scale fieldwork
• Construct representations of learning
• Criterion based/scaffolded
Website Accessibility
• Check W3C Standards
• Make sure organization is clear
• Make sure all pictures are accompanied by a alt text tag with thorough description
• Link should be meaningful (ex. Class Notes not Click Here)
Alternative Text Example
UDL and Assignments• Provide multiple means of expression
– Essay– Presentation– Group project
• If possible, present a choice
UDL and Assessment
• Consider more frequent, shorter exams– Removes some need for extra time
accommodation– Students can focus on less and thus retain
more info
• Essay exams with generous time limits are preferred
Using Technology to Implement UDL
Contact Info
Coming Soon:www.education.uiowa.edu/universalaccess
