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Universal Design and the Inclusive Classroom
Heather Mole
Introduction
Heather MoleAccess Services Advisor
Models of disability
• Medical ModelPerson-focused, their problem, need to be fixed/cured by ‘experts’
• Social ModelSociety-focused, the person with an impairment is disabled by society (no curb cuts), only paper copy (not digital version)
Accommodation Approach
Access is a problem for the individual
Access is achieved through
accommodations and/or retrofitting
Access is retroactive
Access is specialized
Access is consumable
Adapted from AHEAD Universal Design Initiative Team (2004)
Universal Design (UD)“ 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, 1997
Universal Design Approach
Access is a problem stemming from the
environment
The system/environment is designed, to the
greatest extent possible, to be usable by all
Access is proactive
Access is inclusive
Access is sustainable
Accommodation Approach
Access is a problem for the individual
Access is achieved through
accommodations and/or retrofitting
Access is retroactive
Access is specialized
Access is consumable
Adapted from AHEAD Universal Design Initiative Team (2004)
• Alternative test arrangements• Re-assignment of a class to an accessible location• Alternative assignments• Sign language interpreter• Assistive listening devices• Laboratory assistant for laboratory classes. • Course substitution• Materials provided in alternative print • Early registration • Extended time to complete class assignments. • Permission to tape record lectures.
(Aune, 1998: 189)
Accommodations
A comprehensive understanding of disability requires us to examine the architectural, institutional, informational, and attitudinal environments that disabled people encounter. (Kroeger and Schuck, 1993:104)
We must go beyond minima to optima and institutionalize the concept of universal design... We must stop thinking “special”, because the consequence of “special” is “separate”.(Kroeger and Schuck, 1993:105, 106)
architectral institutionalinformational attitudinal
special seperate
Research Questions• Changing from one model to another – a success?
• Is the whole institution involved?
• Are service providers seeing their roles change?
• Is Universal Design part of the change? How is it related?
• What does the social model of disability approach look like?
• What are the main issues and considerations?
• What are the challenges and successes?
Emerging Themes
• Changing language and changing concepts
• Becoming a collaborator
• Becoming an expert
• Decentralizing
• Documenting disability
• Faculty endorsement
• Funding
• Student Consultation
Recommendations1 Education about disability studies, the social model,
inclusive education and user-led organizations.
2 Education about the concept of Universal Design to become experts and resource centres.
3 Involve the students.
4 Build networks with faculty, teaching support services, administration, facilities staff and information technology services.
Recommendations
5 Review literature and publications, the language used when communicating with stakeholders and registration documentation guidelines.
6 Wherever possible, UD should be presented as one tool for the implementation of the social model and not the sole solution.
Part 2
What does UD look like at McGill University?
Context – Demographics and current trends at McGill OSD
2004-2005
2005-2006
2006-2007
2007-2008
2008-2009
2009-2010
2010-2011
2011-2012
0
200
400
600
800
1000
1200
Number of students registered at McGill OSD
Hearing impairment1%
Organic impairment17%
Motor impairment8%
Visual impairment2%
Multiple impairments16%
Attention Deficit Disorder15%
Learning disability15%
Mental health disorder25%
Disability Categories 2010-11 – McGill OSD
Emerging clienteles
• Emerging clienteles: Learning Disabilities, ADHD, ASD and Mental Health
• Emerging clienteles, identified by the MELS, are already very much part of our campus population. There are already half a dozen students with Aspergers and ASD registered. This number could triple in fall 2012.
What disables people with invisible impairments?
• Print disabilities – Dyslexia, vision impairment, rheumatoid arthritis
• Attention difficulties - ADD, mental health, medication effects, chronic pain
• Exam timing challenges – ADD, LD, ASD, Mental Health, coordination issues
What is UDL?1. Provide Multiple Means of Representation
2. Provide Multiple Means of Action and Expression
3. Provide Multiple Means of Engagement
Offer alternatives for auditory & visual info
Vary methods for responseOptimize access to tools and
assistive technology
Optimize choice and autonomyMinimize threats and
distractions
Clarify vocab, symbolsIllustrate through multimedia
Use multiple media for communication
Heighten salience of goalsFoster collaboration and
community
Supply background infoHighlight big ideas
Maximise generalisation
Support planning & development
Allow for monitoring of progress
Promote expectations that optimize motivation
Develop self-assessment
Adapted from CAST (2011) Universal design for learning guidelines version 2.0. Wakefield, MA (www.cast.org, www.udlcenter.org)
1. Provide Multiple Means of Representation
Use a learning management system to post powerpoint slides, notes, background info online beforehandInclude video, text, podcasts
Make it easy for students to get digital versions of their coursebooks - this gives access to assistive technologies
Allow recording of lectures
Access recognition networks in the brain
Use multiple examples: pictures, graphs, stories, descriptions…
2. Provide Multiple Means of Action and Expression
Encourage different ways for expression for students: on-line, in class individually or as a group, social network discussion
Provide different evaluation options – group presentations, written work, tests, quizzes, online discussion boards, building in extra time for everyone
Support and scaffold expressions/evaluations with previous examples, sample questions, describe your expectations
Access Strategic networks in the brain
3. Provide Multiple Means of Engagement
Change it up every 20 minutes or so, everyone is different and engages in different ways
Make learning culturally relevant and responsive
Access Affective networks in the brain
Use different media for engaging students – clickers, technologies, websites, questions, quick quizzes
