Educational Services for Individuals with Exceptionalities

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Educational Services for Individuals with
Exceptionalities

• Universal Design for Learning

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Universal Design for Learning (UDL)

• Trends which fueled interest in UDL principles
• Changing Demographics
• Federal legislation
• Economic Trends
• Social Climate Changes

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Universal Design for Learning (UDL)

• School reform issues being addressed in early
  1980s - goal was to reach high standards for all
  students
• Researchers and clinicians formed the Center for
  Applied Special Technology (CAST)
• Use of technology to improve educational outcomes
• Individualizing education using flexible methods
  and materials
• Research in curriculum planning, software
  development, state and national policy-making,
  teacher preparation and support, and education
  research
• Universal design is focused on integrating people
  with disabilities into the mainstream.

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Universal Design for Learning (UDL)

• Universal design and barrier-free or accessible
  design
• Barrier-free design is focused on meeting
  accessibility standards such as the American With
  Disabilities Act Accessibility Guidelines.

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Universal Design for Learning (UDL)

• Beneficiaries of universal design include
• People in a noisy shopping mall who cannot hear a
  kiosk
• People who are driving their car who must operate
  their radio or phone without looking at it
• People who left their glasses in their room
• People who are getting older
• People with disabilities
• Almost anyone

http//www.uky.edu/TLC/grants/uk_ed/udlhistory.htm
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Universal Design for Learning (UDL)

• Universal Design Products Environments
• For people of all ages and abilities, to allow
  for the greatest amount of access without the
  need for adaptation or specialized design.
• Universal design respects human diversity and
  promotes inclusion of all people. The intent of
  universal design is to simplify life for everyone
  by making products and environments more usable
  by as many people as possible at little or no
  extra cost.

http//www.uky.edu/TLC/grants/uk_ed/udlhistory.htm
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Universal Design for Learning (UDL)

• Universal Design Instruction
• The design of instructional materials and
  activities that makes the learning goals
  achievable by individuals with wide differences
  in their abilities to see, hear, speak, move,
  read, write, understand English, attend,
  organize, engage, and remember.
• Universal design for learning is achieved by
  means of flexible curricular materials and
  activities that provide alternatives for students
  with differing abilities. (Research Connections,
  Number 5, Fall 1999, p. 2, Council for
  Exceptional Children).

http//www.uky.edu/TLC/grants/uk_ed/udlhistory.htm
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Principles of Universal Design

• Equitable use
• Flexibility in use
• Simple and intuitive
• Perceptible information
• Tolerance of error
• Low physical effort
• Size and space for approach and use

(Connell et al., 1997) - http//www.ncset.org/topi
cs/udl/faqs.asp?topic18
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Equitable Use

• Principle "The design is useful and marketable
  to people with diverse abilities."
• Classroom Example Students of all ability levels
  are appropriately challenged. Students with
  disabilities are neither segregated nor
  stigmatized, and privacy is respected.

(Connell et al., 1997) - http//www.ncset.org/topi
cs/udl/faqs.asp?topic18
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Flexibility in Use

• Principle "The design accommodates a wide range
  of individual preferences and abilities."
• Classroom Example Different learning styles are
  accommodated. Students can demonstrate knowledge
  through multiple means. Equipment allows left- or
  right-handed usage.

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Simple and Intuitive

• Principle "Use of the design is easy to
  understand, regardless of the user's experience,
  knowledge, language skills, or current
  concentration level."
• Classroom Example Textbooks are available
  digitally and provide hot links to definitions of
  difficult words (click on the word and see a
  definition). Lab equipment has clearly labeled
  controls, with symbols as well as words.

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Perceptible Information

• Principle "The design communicates necessary
  information effectively to the user, regardless
  of ambient conditions or the user's sensory
  abilities."Classroom Example Students with
  sensory impairments can access materials in
  alternative formats. Texts are available in
  different formats and media videos include
  captioning.

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Tolerance for Error

• Principle "The design minimizes hazards and the
  adverse consequences of accidental or unintended
  actions."Classroom Example Students review each
  others work and make changes prior to grading.
  Computer programs offer hints to help students
  with difficult problems. Lab equipment is
  designed to minimize breakage.

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Low Physical Effort

• Principle "The design can be used efficiently
  and comfortably and with a minimum of
  fatigue."Classroom Example Microscopes are
  connected to computer display screens. Lab
  equipment is physically easy to operate.

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Size and Space for Approach and Use

• Principle "Appropriate size and space is
  provided for approach, reach, manipulation, and
  use regardless of user's body size, posture, or
  mobility."Classroom Example Classroom space is
  arranged to accommodate assistive devices and
  personal assistance. All students have a clear
  line of sight to the teacher and material being
  displayed.

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UDL in Post-Secondary Education

• Learning disabilities - 45.7
• Mobility or orthopedic impairments - 13.9
• Health impairments - 11.6
• Mental illness or emotional disturbance - 7.8
• Hearing impairments - 5.6
• Blindness and visual impairments - 4.4
• Speech or language impairments - 0.9
• Other impairments - 9.1

An Institutional Perspective on Students with
Disabilities in Postsecondary Education, National
Center for Educational Statistics, Postsecondary
Education Quick Information System, August 1999 -
http//www.washington.edu/doit/Faculty/Strategies/
Disability/
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Accommodations for Learning Disabilities

• Note-takers and/or audio-taped class sessions,
  captioned films
• Extra exam time, alternative testing arrangements
• Visual, aural, and tactile instructional
  demonstrations
• Computer with speech output, spellchecker, and
  grammar checker

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Accommodations for Mobility Impairments

• Note-taker, lab assistant, group lab assignments.
• Classrooms, labs, and field trips in accessible
  locations.
• Adjustable tables, lab equipment located within
  reach.
• Class assignments made available in electronic
  format.
• Computer equipped with special input device
  (e.g., speech input, Morse code, alternative
  keyboard).

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Accommodations for Health Impairments

• Note-taker or copy of another student's notes.
• Flexible attendance requirements and extra exam
  time.
• Assignments made available in electronic format,
  use of email to facilitate communication.

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Accommodations for Mental Illness

• Note-taker, copy of another student's notes, or
  recording of lectures.
• Extended time on assignments and tests.
• A non-distracting, quiet setting for assignments
  and tests.

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Accommodations for Hearing Loss

• Interpreter, real-time captioning, FM system,
  note-taker.
• Open or closed-captioned films, use of visual
  aids.
• Written assignments, lab instructions,
  demonstration summaries.
• Visual warning system for lab emergencies
• Use of electronic mail for class and private
  discussions

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Accommodations for Blindness

• Audiotaped, Brailled or electronic-formatted
  lecture notes, handouts, and texts.
• Verbal descriptions of visual aids.
• Raised-line drawings and tactile models of
  graphic materials.
• Braille lab signs and equipment labels, auditory
  lab warning signals.
• Adaptive lab equipment (e.g., talking
  thermometers and calculators, light probes, and
  tactile timers).
• Computer with optical character reader, speech
  output, Braille screen display and printer output

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Accommodations for Low Vision

• Seating near front of class.
• Large print handouts, lab signs, and equipment
  labels.
• TV monitor connected to microscope to enlarge
  images.
• Class assignments made available in electronic
  format.
• Computer equipped to enlarge screen characters
  and images.

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Accommodations for Other Impairments

• Extended time to complete tests or assignments.
• Note-takers.
• Tutors or other organizational supports.
• Reduced course loads.

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In-Class Activity

• Disability types and academic activities -
  Students will work in assigned groups.
• Step 1 - Each group will read and discuss the
  assigned Disability Type and recommended
  accommodations.
• Step 2 - Groups will select one case study from
  the disability type to review and discuss
  appropriate accommodations
• Step 3 - Each group member will also select an
  Academic Activity that relates to their major
  area of study
• Step 4 - Each group will share findings with
  class.