Student Centered Teaching Through Universal Instructional DesignPart I

UD: Historical Context• Stems from legislation for individuals with

disabilities

• Emerged from the need to have environments that enhanced people’s ability to function well

• Access features are built in, not added as an afterthought

• Looks beyond the letter of the law to the spirit of the law emphasizing social justice and systemic change in attitudes and behaviors

• Puts high value on both diversity and inclusiveness

Ron Mace: Father of “Universal Design”

• Architectural term coined by Ron Mace

“Universal design 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”

The Center for Universal Design North Carolina State University

Examples of Universal Design

• Curb cuts on sidewalks• Screens in public places• Automatic electronic doors• Closed captioning on TV• Wheelchair ramps to building entrances• Tool grips that can be used by left-handed or right-

handed individuals• Universal symbols that communicate function

(restroom signage)

Universal Design in Education

• Is an approach to designing course instruction, materials, and content to benefit people of all learning styles without adaptation or retrofitting

• Provides equal access to learning, not simply equal access to information

(From Fast Facts for Faculty Ohio State University)

UID principles can be applied to:

• Design of curriculum, instruction and assessment

• Design of specific instructional materials• Design of facilities (buildings,

classrooms)• Design of strategies (lectures, classroom

discussion, group work, web based instruction, labs, field work and demonstrations)

UID is important because:

Learners have • diverse backgrounds • diverse strengths• diverse challenges• individual learning preferences

4 with auditory learning

disabilities

1-3 with mobility limitatio

ns

5-8 who are underprepa

red

1-3 with medical conditio

ns

2-4 with mental health issues

50Postsecond

arystudents

4 with different cultural

background

1 with lower ability

1-2 with visual or hearing

impairments

1-2 with visual/

organizational

learning disabilities

2-4 with attention deficits

Universal Instructional Design

• Universal - Not a single, “one-size-fits-all” solution but rather the focus is on flexible approaches that can be customized and adjusted for individual needs

• Instructional - Maintains academic rigor even while offering options and alternatives for delivery of the curriculum

• Design - Planned, purposeful, deliberate approach to optimizing all of the resources to serve the students and instructors alike

Universal Instructional Design

1. Create a welcoming classroom

2. Determine the essential components of the course

3. Communicate clear expectations

4. Provide constructive feedback

5. Explore the use of natural supports for learning, including technology, to enhance opportunities for all learners

6. Design teaching methods that consider diverse learning styles, abilities, ways of knowing and previous experience and background knowledge

7. Create multiple ways for students to demonstrate their knowledge

8. Promote interaction among and between faculty and students