Introduction to the Universal Design Guidelines

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Introduction to the Universal Design Guidelines
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Section Overview

• Participant Goals
• Understand how the guidelines were developed and
  continue to develop.
• Understand and apply the three main concepts.
• Understand how to use the planning tools.

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How were the UD Guidelines developed?

• The guidelines were developed through a design
  charrette held at the Museum of Science, Boston
  on December 6 and 7, 2007, on behalf of NISE Net
• (Note A design charrette is an intensive effort
  to develop a new or innovative design that takes
  place over a short period of time. It involves
  people from a variety of backgrounds and
  expertise)
• This charrettee included 4 experts from the field
  of UD who have disabilities and 20 museum
  professionals from a variety of organizations

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UD Guidelines A Working Document

• The UD Guidelines are a working document.
• The guidelines are expected to change as we
  develop and test more programs that reflect
  principals of UD.
• The guidelines should not be considered
  exhaustive.
• While they provide many ways to design a program,
  every program and situation is different.

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Three Main Concepts

• Three main ideas that emerged that can be used by
  museum educators to frame their thinking while
  developing and implementing inclusive museum
  programs.
• Repeat and reinforce main ideas
• Multiple entry points / ways of engagement
• Physical and sensory access

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The Three Main Concepts

1. Repeat and reinforce main ideas
2. Multiple entry points / ways of engagement
3. Physical and sensory access

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Repeat and Reinforce Main Ideas

• Why?
• Considerations
• Developing a Program
• Designing Props Materials
• Delivering your Presentation

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Why repeat and reinforce main ideas?

• Learners have difference preferences for
  receiving information
• Audial
• Tactile
• Visual
• Helpful for those with different attention spans
  or short-term memory.
• Can relate to a disability or context of the
  situation

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Considerations for Developing a Program

• Explicitly state and focus on the main idea.
• Break down the program into distinct pieces.
• Be explicit about this breakdown
• Lets look at a few slides from the Snowflakes
  Nano at its Coolest program

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What do you know about snow?
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Outline

• When does it snow?
• Why do snowflakes have six sides?
• Is every snowflake different?

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When does it snow?
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It snows when

• Its cold (below freezing)
• Its cloudy (water vapor in the air)

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Review

• When does it snow?
• Cold, cloudy conditions
• Why do snowflakes have six sides?
• Molecular structure of ice crystals
• Is every snowflake different?
• Temperature and humidity

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Developing a Program

• Video Tiny Solutions to Our Big Energy Problem
• Video
• Presenter identifies her main ideas in the form
  of questions.

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Designing Props and Materials

• All information (visual, aural, and tactile)
  should support one another.
• Have hands-on elements that can be passed around
  to reinforce main ideas.

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Designing Props and Materials

• Video Intro to nano cart demo
• Video
• Presenter passes around tactile elements.
• There is also an accompanying PowerPoint
  presentation that breaks down nano into 3 things,
  small, different, and useful.

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Delivering your Presentation

• Repeat key ideas.
• Use images and text for emphasis.
• Check in with the audience along the way.
• Next level Offer opportunities to preview
  materials before the program.

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Repeat and Reinforce Wrap Up

• Learners have different preferences for receiving
  information
• Audial
• Tactile
• Visual
• Helpful for those with different attention spans
  or short-term memory.
• Can relate to a disability or context of the
  situation

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Questions?
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The Three Main Concepts

1. Repeat and reinforce main ideas
2. Multiple entry points / ways of engagement
3. Physical and sensory access

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Multiple Ways of Engagement

• Why?
• Considerations
• Developing a Program
• Delivering your Presentation

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Why make multiple entry points and multiple ways
of engagement available?

• Different levels of content knowledge and
  personal experiences
• Gives a wide range of visitors an avenue for
  understanding
• Multiple examples provide visitors ways to
  connect to the content

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Developing a program

• Connect to a range of prior experiences
• Make it fun and engaging for all learners
• Consider multiple analogies for the same idea
• Use examples and non-examples
• Build multiple layers into the program

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Developing a program
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Developing a program

• Video Intro to Nano
• Video
• Presenter uses multiple examples and analogies
  for explaining what nano means

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Delivering your Presentation

• Find ways to engage audience members in the
  program
• Ask questions during the program
• Have volunteers help with portions of your
  presentation

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Multiple Entry Point and Engagement Wrap Up

• Different levels of content knowledge and
  personal experiences
• Gives a wide range of visitors an avenue for
  understanding
• Multiple examples provide visitors ways to
  connect to the content

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Questions?
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The Three Main Concepts

• Repeat and reinforce main ideas
• Multiple entry points / ways of engagement
• Physical and sensory access

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Physical and Sensory Access

• Why?
• Considerations
• Props Materials
• Set Up Prep
• Delivering your Presentation

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Why provide physical and sensory access?

• People are diverse in their abilities
• How they can navigate an area
• How much they can hear see
• How much they can sit or stand

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Designing Props and Materials

• Large and high-contrast text and images
• Caption video
• Use color
• Tactile models
• Next level Provide handouts

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Designing Props and Materials

• Large and high-contrast text and images
• Exploring Size Powers of Ten Game

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Designing Props and Materials

• Tactile Models
• Exploring Products Nano Sand activity

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Set Up and Prep

• Good visibility of presenters face
• Good visibility of materials on cart
• Dont block your slides / demos
• Next level Consider available seating
• Next level ASL interpreter

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Set Up and Prep

• Video Intro to Nano Alka-Seltzer demo
• Video
• Presenter makes sure the participants do not
  block the reaction of the demo

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Delivering your Presentation

• Announce accessibility options
• Encourage all learners to participate
• Include pauses for processing ideas
• Provide auditory descriptions

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Delivering your Presentation

• Use auditory descriptions of models and images
• Video
• Presenter shows the model of the tumor while
  explaining what it looks like

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Questions?
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UD Planning Tools

• Content Maps
• Planning Pyramid
• UD Program critique form

UD Planning Tools
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Content Maps

• Help visitors to follow along with presentations
• Aid memory for visitors who are receiving all of
  their information aurally
• Places new vocabulary in context

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Planning Pyramids

• Outline the main ideas you think everyone should
  know by the end of the program
• Lists related concepts that a smaller portion of
  the audience may come away with
• Helps to ensure that younger visitors, visitors
  with developmental disabilities, and content
  novice will learn as well as visitors who are
  already familiar with the content

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UD Program Critique Form

• This form is intended to help museum educators
  compare their programs to the universal design
  guidelines
• Use this as a starting point for assessing the
  inclusiveness of your program

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Universal Design Guidelines Comments
Repeat and reinforce main ideas and concepts  
? Explicitly state overarching main idea and supporting concepts visually and aurally.  
? Present a content map (outline) visually and aurally.  
? Actively engage visitors with the content visually, aurally, and tactilely.  
? Deliver one core concept at a time.  
? Repeat core concepts frequently during the program.  
? Punctuate the delivery of key ideas by presenting them visually, aurally, and tactilely.  
? Check in with the audience along the way.  
? Provide handouts that summarize main ideas and concepts with text and images.  
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Universal Design Guidelines Comments
Provide multiple entry points and multiple ways of engagement Provide multiple entry points and multiple ways of engagement
? Enable learners to enter at different places and take away different messages.  
? Actively engage audience members in the program.  
? Ask questions that encourage visitors to relate the content to their everyday life.  
? Connect the content to a range of prior experiences and everyday life examples.  
? Use multiple analogies to represent the same idea.  
? Provide examples and non-examples.  
? Engage more than one sense with delivering jokes and special effects.  
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Universal Design Guidelines Comments
Provide physical and sensory access to all aspects of the program Provide physical and sensory access to all aspects of the program
? Provide good visibility of the presenter's face.  
? Position the presenter so that he/she does not block the presentation.  
? Speak slowly and provide extra time for people to process important ideas.  
? Provide auditory descriptions of models and images.  
? Make announcements that inform visitors of available accessibility options.  
? Position materials so the can be viewed by visitors of a range of heights.  
? Place all elements of the program (presenter, props, and presentation) in a well-lit area.  
? Use high-contrast demonstration materials and models that can be seen at a distance.  
? Provide tactile models that are easy to handle and manipulate.  
? Use color and/or tactile designs to impart meaning on models and images.  
? Use large, high contrast, easy-to-read text and images for all graphics.  
? Caption video presentations.  
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UD Planning Tools Wrap Up

• Content Map
• Help visitors to follow along with presentations
• Aid memory for visitors who are receiving all of
  their information aurally
• Places new vocabulary in context
• Planning Pyramid
• Outline the main ideas you think everyone should
  know by the end of the program
• Lists related concepts that a smaller portion of
  the audience may come away with
• Helps to ensure that younger visitors, visitors
  with developmental disabilities, and content
  novice will learn as well as visitors who are
  already familiar with the content
• UD Critique Form
• This form is intended to help museum educators
  compare their programs to the universal design
  guidelines
• Use this as a starting point for assessing the
  inclusiveness of your program

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• Applying the Tools

• To reinforce the information we are going to
  apply the UD program critique form while watching
  the Museum of Science, Boston's Lightning Show

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Lightning Show

• Groups of 3 people will work together to complete
  the program critique form while watching the show
• After the show we will regroup to discuss the
  strengths and weaknesses of the stage program as
  they relate to UD