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How to Apply Principles of Universal Design to Your Teaching Classroom

How to Apply Principles of Universal Design to Your Teaching Classroom. Dr. Estela Landeros Dugourd Director of Disability Services Nan Peck Assoc Prof Communication Studies. Overview for Today’s Workshop. Expectations Honoring Our Differences What is Universal Design for Instruction?

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How to Apply Principles of Universal Design to Your Teaching Classroom

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  1. How to Apply Principles of Universal Design to Your Teaching Classroom Dr. EstelaLanderosDugourd Director of Disability Services Nan Peck Assoc Prof Communication Studies

  2. Overview for Today’s Workshop Expectations Honoring Our Differences What is Universal Design for Instruction? Seven Principles of UID How can UID help us in our teaching? Practical Applications Evaluation

  3. Survey SaysHere’s what you told us… On a scale of 0-10, how much do you already know about UDL/UDI? 1 1 1 1 2 2 2 2 3 3 3 3 3 4 4 5 5 5 5 5 6 6 6 8 8

  4. What do you hope to learn today?

  5. Learning Style Theories Fleming’s VARK (Visual, Auditory, Reading/Writing, Kinesthetic) Kolb learning preferences Jung’s MBTI Gardner’s Multiple Intelligences

  6. Howard Gardner, 1983 http://www.connectionsacademy.com/Libraries/blog/multiple-intelligences-learning-styles.jpg

  7. Classroom diversity Age Gender Ethnicity Socioeconomic Citizenship English fluency Math fluency Testing competency What else?

  8. UD, UDL and UID Principles • UD • UDL • UID in Higher Education

  9. Rose, D ( 2011) CAST,  Universal Design for Learning Guidelines version 2.0. Wakefield, MA

  10. Think, Pair, Share • Reflection Paper: 2 minutes • What is the most interesting or important thing you have learned so far? • Any muddy points? • Talk with a neighbor (2 minutes) • Share highlights with the group

  11. Activity 1 EnACT Questionnaire

  12. http://www.uoguelph.ca/tss/uid/uidprinciples.cfm

  13. Principle 1Be accessible and fair • Is it likely that my students will have difficulty accessing course materials or participating in any essential activities related to class?

  14. Principle 2Be Straightforward and Consistent • Are there any major areas of confusion among course objectives and/or how the course is presented and goals evaluated?

  15. Activity 2 • Evaluating your Syllabus

  16. Read an element (row) of the UDL Syllabus Rubric Analyze your syllabus for that element Repeat for each Rubric element (15 min total) Give yourself a rating and list any comments We will then put you into pairs for discussion We will then debrief with voluntary sharing We will then look at some outside examples Examine Your Own Syllabus

  17. Traditional Style

  18. Engaging Syllabus Activity 3

  19. Principle 3Provide flexibility in use, participation, presentation, and evaluation • Does this course offer enough choices in how it is presented so they can, to a reasonable extent, approach the course in a way that suits their needs and abilities?

  20. Select One from Each Category Based upon Bloom’s Taxonomy

  21. More tools • https://www.diigo.com/abouthttps://www.diigo.com/user/estelald • Symbaloo • LiveBinders

  22. More demand for electronic format More demand for accessible text More open source texts being developed More content in electronic format Textbooks

  23. Is technology necessary to implement a universally designed environment? Rewriting text books digitally

  24. Activity 4 • The Spy Quiz

  25. Principle 4Be explicitly Presented and Readily Perceived • Are there any barriers to students receiving or understanding the information and resources needed to succeed in this course?

  26. I have a graphic, now what? • First, figure out the purpose of the graphic • What does the graphic convey? • How much is the purpose of the graphic informational? How much decoration?

  27. Exercise 1 • In a book about exercise, this photo appears at the beginning of a chapter on nutrition

  28. Exercise 2 • Proper positioning of the cuff, stethoscope and arm are important to accurate blood pressure readings. The arn should be relaxed and straight, resting on a flat surface. The cuff should be positioned just above the elbow. The stethoscope should be positioned over the brachial artery at the bend of the elbow. See example for proper technique.

  29. Math example • The graph of a Gaussian function is a characteristic symmetric “bell curve” shape that quickly falls off towards plus/minus infinity

  30. Tactiles needed • STEM subjects • Charts and graphs • Molecular structures • Circuits and vectors • Diagrams of systems • Flowcharts

  31. http://mediamill.cla.umn.edu/mediamill/display/70826

  32. Hidden Disabilities Hyperactivity Distractedness Inattention • ADHD/ADD • Learning Disabilities • Developmental Reading Disorders • Developmental Delays • Dyslexia • Autism Spectrum Disorders • Traumatic Brain Injury/Closed Head Injury • Medical Concerns • Psychological or Psychiatric Disorders Disorganization Forgetfulness Anxiety Abnormal behavior Chronic Stress

  33. Source: Tutoring Duluth

  34. Is technology necessary to implement a universally designed environment? • Note Taking • Carbonless paper • Digitally tape recorder and transfer notes electronically • Digital note taking writing tablet • Note taking apps • Use of MS Word comments

  35. Activity 5 – Dyslexia You have 40 seconds to read the following: “Moud a text-ouly sight bee ideale for soweouemith a reabingbisorber? Harblee. Iwages are uot dab for accessabilledea. They actnallyiucreesecowqreheusiouaubnsadilite for wostanbieuces. Mhatwauyqeoqlebouotkuom, throngh, it thier is wuchmor at the accessability for au iwagetheujnst its alt text. Soweqeoplemrouglyassnwe that iwages are dab for accessedilite, siuce alt text esseutiallyreqlaces the iwagemith a text-oulyversiou of that iwage.” Bye PanlBohwau Source: WebAIM Dyslexia Simulation

  36. Now answer these questions… 1) Why are images good for web accessibility? 2) Who would be negatively impacted by a text-only site? Source: WebAIM Dyslexia Simulation

  37. The Unmodified Paragraph “Would a text-only site be ideal for someone with a reading disorder? Hardly. Images are not bad for accessibility. They actually increase comprehension and usability for most audiences. What many people do not know, though, is there is much more to the accessibility of an image than just its alt text. Some people wrongly assume that images are bad for accessibility, since alt text essentially replaces the image with a text-only version of that image.” By Paul Bohman Source: WebAIM Dyslexia Simulation

  38. Is technology necessary to implement a universally designed environment? • Digital books • Text to speech software programs • Voice over on iPad or other tablets • Zoom Text • Jaws

  39. Principle 5Provide a supportive learning environment • Will students feel respected as individuals, welcome to express their thoughts and able to explore new ideas?

  40. Laurentius de Voltolina

  41. Not much has changed… http://science.nd.edu/assets/81339/big_classroom_screens.jpg Laurentius de Voltolina 2nd half of 14th Century School of Bologna

  42. Things you can do immediately • Design • Delivery • Materials • Environment Source: http://www.coles.uoguelph.ca/TSS/instructional_design/checklist.aspx

  43. Principle 6Minimize unnecessary physical efforts or requirements • Are there any physical challenges in this course that can be removed?

  44. Principle 7Ensure a learning space that accommodates both students and instructional methods • Is it likely that students will find any of the materials, activities, or evaluation tools in this course to be inappropriate or unsuitable?

  45. 21st Century Communications and Video Accessibility Act (CVAA) Passed by Congress during 1980s and 1990s to - • Update nation’s telecommunications protections for people with disabilities. • Ensure telephone/television services accessible to all Americans with disabilities. • Enable people with disabilities to access broadband, digital, and mobile innovations.

  46. Key Requirements - Title II of CVAA • Closed captioning of video programming on TV and the Internet. • Expanded requirements for video programming equipment displaying closed captions. • User controls for TV/other video programming devices to be accessible (e.g., button, key, icon) to easily activate closed captioning and video description. • On-screen text menus/program guides displayed on TV by set-top boxes be accessible to people who are blind or visually impaired. • Set-top boxes with button, key, icon, or comparable mechanism to allow easy activation of closed captioning (when built-in to the set-top box) and video description.

  47. CVAA (continued) • Title I of CVAA addresses communications access to products/services using Broadband fully accessible to people with disabilities.Example: Smartphones • Title II of CVAA addresses accessibility of video programming on television/Internet to people with disabilities.Example: Television closed-captioning

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