UNIVERSAL DESIGN FOR LEARNING

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UNIVERSAL DESIGN FOR LEARNING
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Universal Design

• 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. Ron Mace

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Universal Design

• Concept of Universal Design began in architecture
• Goal is to design from the start so that the
  broadest range of individuals is served across
  the entire life span
• Focus on design rather than modification or
  accommodation

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Traditional Design
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Accommodating Design
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Universal Design
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Universal Design

• Based on seven architectural principles
• can be used by, and marketed to, all kinds of
  people
• incorporates a wide variety of preferences
• is easy to understand and use, not complex
• works in all kinds of settings

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Universal Design

• Seven architectural principles (contd)
• design accommodates error
• requires minimal physical effort
• accommodates variations in size and position
  (Frank Bowe)

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Universal Design
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Universal Design for Learning

• Universal Design for Instruction (UDI) is an
  approach to teaching that consists of the
  proactive design and use of inclusive
  instructional strategies that benefit a broad
  range of learners including students with
  disabilities. Also known as Universal Design
  for Learning (UDL) S. Scott, J. McGuire P.
  Embry

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Universal Design for Learning

• Goal is to accommodate a wide variety of learner
  differences through the creative design of
  curriculum, teaching methods, teaching aids and
  assessment options
• Universal does not mean one size fits all, BUT
  the need for multiple approaches to meet the
  needs of a wide variety of learners

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Universal Design for Learning

• Nine Principles of UDL, adapted from the seven
  Principles of UD in Architecture
• Equitable use
• Flexibility in use
• Simple and intuitive
• Perceptible information
• Tolerance for error

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Universal Design for Learning

• Nine Principles of UDL (contd)
• Low physical effort
• Size and space for approach and use
• A community of learners
• Instructional climate
  Sally Scott, Joan McGuire and Stan
  Shaw, Center on Postsecondary Education
  Disability, University of Connecticut

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Universal Design for Learning

• Why bother applying Universal Design to learning?
• Students with disabilities in Higher Ed has
  tripled since the late 1970s (Henderson, 1995)
• 6 to 9 of all undergrads have a known
  disability (most of these are in 2 year colleges)
  (National Center for Education Statistics, 1999
  and CTAD)
• also accommodates diverse learning styles

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Universal Design for Learning

• Mix of students is more diverse than ever
• Any given classroom may contain students that are
  challenged in any number of ways
• learning disabilities
• ESL
• lack of interest, motivation or concentration
• physical disabilities
• emotional or behavioral issues
• older students with a variety of limitations

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Universal Design for Learning

• How can we approach Universal Design for
  Learning?
• Recent research indicates that each brain
  processes information in a unique manner, like a
  fingerprint
• Three primary brain networks identified according
  to CAST (Center on Applied Special Technology)

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Universal Design for Learning

• These three brain networks are
• Recognition networks gathering facts, the
  what of learning
• Strategic networks planning and performing
  tasks, the how of learning
• Affective networks motivation and engagement,
  the why of learning

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Universal Design for Learning

• What would UDL encourage? The design of
  curriculum to address all three areas.
• several approaches to representation to provide
  learners with a variety of ways to acquire facts
• a number of different expressive options for
  learners to demonstrate what they know
• multiple ways of engaging the learners and
  tapping into their interests thus challenging and
  motivating them

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Universal Design for Learning

• Examples
• placing syllabi and reading lists on computer
• choice of timed or un-timed exams
• making supplemental materials available, such as
  power point presentations, overheads, study
  guides, outlines, etc.
• provide information and assignments both orally
  and in writing

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Universal Design for Learning

• provide opportunities for students to discuss
  course content in class discussion, group
  projects, required study groups, online
  discussions
• alternative methods of assessment paper or oral
  interview in lieu of exam, take home exams,
  online exams
• apprenticeship learning model

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Universal Design for Learning

• What about here at CIU?
• Common accommodations
• extensions on assignments
• alternative assessment options (paper in lieu of
  test)
• encouragement and affirmation of what is being
  done correctly and should be continued
• give feedback on in process writing projects

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Universal Design for Learning

• Common Accommodations (contd)
• pair written cues with verbal instructions or
  information
• written information clearly organized and not
  dense (lots of white space)
• involve students in discussions (in class, group
  projects)
• provide syllabus, notes, etc. online or on CD

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Universal Design for Learning

• Common Accommodations (contd)
• extended time on tests
• note takers

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Universal Design for Learning

• Could we do many of these accommodations as
  standard practice in the classroom to
  reduce/eliminate the need for special
  accommodations?
• Lets try it.

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Universal Design for Learning

• Goal would be to make UDL part of an
  institutions approach
• Eliminate or reduce the need for support systems
• All students would benefit not just those with
  identified disabilities
• An approach that is inclusive with teaching
  techniques that fit for one and all

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Universal Design for Learning

• Resources
• Web access guidelines from the World Wide Web
  Consortium (W3C) (www.w3.org/wai)
• Online compliance evaluation software, Bobby,
  which offers suggestions for improvement
  (www.cast.org/bobby)
• Information website about UDI www.facultyware.ucon
  n.edu

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Universal Design for Learning

• Resources (contd)
• Curriculum Transformation and Disability (CTAD)
  Implementing Universal Design in Higher
  Education, Jeanne L. Higbee, Editor. Online book
  available at no cost at www.gen.umn.edu/research/c
  rdeul or www.gen.umn.edu/research/ctad

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Universal Design for Learning

• Resources (contd)
• Curriculum Transformation Disability (CTAD) a
  project designed to teach faculty and
  administrators how to better serve all their
  students by applying the principles of UDL.
  Complete workshop materials are available online
  at www.gen.umn.edu/research/ctad

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Universal Design