Universal Design:Principles and Strategies for the

University ClassroomTeaching Assistant Orientation

Syracuse University

August 16, 2016

Come see us at the front if you would like to let us know how we can support your learning in this presentation

June 2016

Huntington Hall(School of Education)

Syracuse University

How will the audience perceive us?

Consider the power/dynamic

Identities: Gender, Ethnicity, Language Speaking

Welcome! Who are we??

•Hi, I’m Yosung Song!

• I’m a former Elementary School Teacher in South Korea

• I’m a Ph.D. Student in Special Education and Disability Studies program at SU

•Hi, I’m Justin Freedman!

• I’m a former Middle School and High School Techer in the United States

• I’m a Ph.D. Student in Special Education and Disability Studies program at SU

If there is one thing I know about Universal Design, its that…

Universal Design is so important because it can support students with disabilities by increasing flexible instruction

Let me show you what I’m talking about…

Providing accommodations is the law!Section 504 of the Rehabilitation Act

(1973)

Individuals with disabilities cannot be:

"excluded from the participation in..any

program or activity receiving Federal

financial assistance . . .”

Beginning of SpringSemester – Junior Year

January, 2010

The College of New Jersey

Professor Wright’s OfficeDepartment of History

“Sounds like some of the wires are crossed up there” (in your brain)

“This is a rigorous course.”

“Try to take hand-written notes.”

We asked SU students about their experiences requesting

accommodations from professors

*Research Study Reviewed by Syracuse University’s Institutional Review Board

One Student Said…

“I had just one professor in my freshman year who gave me a hard time about requesting accommodations. He basically didn't believe me.”

Another Student Said

“I am registered with ODS but frequently choose not to submit my letters to professors. I am concerned that some professors act in judgmental ways after students give them letters, the attitude switches from encouraging you towards excellence to encouraging you towards a minimum standard.”

“…with one professor my first semester who gave me a hard time about needing a note-taker, claiming that the discussion-based course requires me to make my own opinions about things which will be minimized if I rely on a note-taker. She thought that I wouldn't pay attention in class if I wasn't taking my own notes.”

Another Student Said

If there is one thing I know about Universal Design is.

Universal Design is important for more than just accommodating disability…

It is about recognizing and supporting differences in all students…non-native English speakers for example.

Let me show you….

2nd year, Fall semester in master’s program in the U.S.

•Professor Wright’s office

Objectives – What we hope you leave here with…

1. Knowledge of the purpose of Universal Design and its three principles for guiding instruction

2. Confidence that you can apply at least 3 concrete strategies/ structures in your role as a teaching assistant

Agenda

•Lecture:•What is Universal Design? •Video Clip from of Stella Young•Three principles with examples of application

•Practicing strategies– modeling the ‘little things’ you can do!

•Wrap-Up, Final Thoughts, and Questions

Definition of Universal Design

“Universal design involves designing

products, buildings, or environments

so they can be used readily by the

widest possible range of users.”

(Rose et al, 2006)

Universal Design comes from a social model of disability - efforts to remove barriers to access in society

Examples – Architecture“Universal design involves designing

products, buildings, or environments so

they can be used readily by the widest

possible range of users.”

Examples - Technology

“Universal design

involves designing

products, buildings, orenvironments so they

can be used readily

by the widest possible

range of users.”

Universal Design makes sense for physical structures and technology….but…

What might this look like in classrooms?

Universal Design For Learning

Big Idea Questions: •Are there barriers – beyond the difficultly of the content – that exist in our teaching methods? •Is it possible that we can ‘build ramps’ in our teaching to increase access?• In other words, can we alter our teaching from the onset in a way that will support the learning characteristics of a greater number of students?

3 Guiding Principles

Engagement: How will students engage or interact with the content?

Content: How is information or content presented/shared?

Expression: How will students demonstrate what they know?

UDL Principles # 1Provide Multiple Means of Engagement

How can I support my students to engage with the content?Consider Prior Knowledge – determine

students “starting point”

Actvity: Stand and Deliver

•Think for one moment – what is the first image or idea that comes to your mind when you think of “Syracuse University”?

•When you have your idea, stand up•We will ask individuals to express their idea in 1-3 words and then sit down.•If you hear the same idea as yours, sit down.•Keep standing until someone says your idea!

What comes to your mind first?

• Syracuse University

UDL Principles # 1Provide Multiple Means of Engagement

How can I support my students to engage with the content? Consider Prior Knowledge – determine students

“starting point” Other examples: Pre-test/Quiz, Opening

Blog/Discussion Post, Note-Card Check-In Teacher can assess students current knowledge Use student generated questions to modify

upcoming lessons

More Ideas!Provide Multiple Means of Engagement

When introducing new concepts, emphasize the application of the concept in the word,

Allow students choices, whenever possible, including choices about content, resources, or tools they will use.

Support self-monitoring and reflection throughout learning about a concept or completing an assignment Ask students to share challenging or

enjoyable aspects of an assignment

Activity: Supporting Self-Reflection/Monitoring of knowledge

Show me on one hand, how comfortable you are with being able to explain the concept of Universal Design at this moment?

1 = Not comfortable at all5 = Very comfortable2-4 = Somewhere in between.

UDL Principles # 2Provide Multiple Means of Representation

Provide multiple examples when introducing new concepts – ask students to critique or ask questions about the examples.

Highlight critical information, so students don’t have to guess what’s most important.

Provide multiple formats for presenting concepts -use media, manipulatives, PowerPoints, simulated experiences, lecture, etc.

Allow students to “re-interpret” information for themselves with mind maps, graphic organizers, hypothetical scenarios, labs, etc.

We are not saying that you shouldn’t lecture…We are lecturing right now!

To consider when lecturing•Alternative sensory presentation (e.g. American Sign language interpretation, close-captioning)•Re-viewable alternative in the form of web-based videos/audios•Multiple notes shared among students – assign a note take for each class•Provide a list of ideas/terms•Use big ideas – Chunk Information

Choice of Textbooks(Multiple means of presentation)

• Give Students Choice in Textbooks• Thick/Thin• The way the content is presented

Applying UDL principles to your course

UDL Principles # 3Provide Multiple Means of Expression

Provide choices of how students will be assessed Students chose how their grades are

weighted. Provide flexible ways for students to

demonstrate what they have learned (projects, papers, simulations, etc.)

Offer students choices about multiple small papers or one long paper

UDL Principles # 3Provide Multiple Means of Expression

How can I assess my students?Provide different options for demonstrating

knowledge Have students report their finding on

posters or through oral presentations Allow students to create a PowerPoint or

website that “speaks for them” Set up blogs or chats online instead of

So maybe these are good strategies…but lets go

further…course policies…

Would accommodations for students with disabilities support all students’ learning? (eg., extra time/deadlines,

alternative testing environment)

In the class I taught last semester…my policies were

•All students are able to have extensions on assignments. There are no limits to this. Students must communicate this to me before the assignment is due. •All students are allowed extended time on the in-class assignment and access to a separate testing environment•All Students are allowed access to a computer for the in-class exam

# of students # of Students used extended deadline

Paper 1 21 1

Paper 2 21 2

Paper 3 21 3

Paper 4 21 2

Paper 5 21 3

Paper 6 21 4

Paper 7 21 3

Paper 8 21 4

Final Exam Paper 21 5

Average – 27/9 = 3 extensions per assignment

Accommodation Number of students

Extended Time 5

Separate Exam environment 4

Use of Computer 4

Final Thought

Many experience is positive: as one student said…

•Several professors are happy to meet with me and offer to do anything/talk about anything I might need to help me through the course, even above and beyond the official accommodations.

Resources

• http://disabilityservices.syr.edu/resources-2/

Resources

• Course design and syllabus: http://udloncampus.cast.org/page/planning_syllabus#.V6ZSzfkrLIU

• UDL examples & Resources: http://www.udlcenter.org/implementation/examples

• UDL Tech Toolkit: http://udltechtoolkit.wikispaces.com/

• UDL examples in courses: Music, Construction Management, Criminal Justicehttp://udloncampus.cast.org/page/udl_examples#.V6ZT5PkrLIU

• Legal obligations for Accessibility in Higher Education http://udloncampus.cast.org/page/policy_legal#.V6ZVLvkrLIU