Universal Design and Universal Design for Learning

1. Universal Design and Universal Design for Learning

2. What is UD? • Usable by all people to the greatest extent possible without the need for adaptation or special design • Accessible to everyone from the beginning • Just plain good design

3. UD is not the same as the ADA • ADA is just the beginning • ADA is the minimal requirement to satisfy a law • UD is cost effective • Japan & Germany • International Convention on the Rights of Persons with Disabilities It is a philosophy and solution for large scale change.

4. Variability • Gilbert Daniels study 60 years ago… • U.S. Navy • 4000 pilots • 10 points of comparison • number of average pilots? Solution: Design to the Edges

5. Design to the Average - Not

6. A Spectrum • Everybody is on a spectrum of ability • UD proposes that the environment or situation can create the disability

7. 7 Principals of Universal Design • Equitable Use • Flexibility in Use • Simple and Intuitive Use • Perceptible Information • Tolerance for Error • Low Physical Effort • Size and Space for Approach and Use

8. UD in Academic Settings • 5 Areas to think about • Physical Space • Services • Instruction • Information • Technology

9. Physical Space • Third Place • Not home or dorm • Not school or classroom • Not work • Community • Social Offerings • Openness - how welcoming the space is • Aesthetics – physical beauty

10. Space that creates community

11. Make furniture mobile and changeable.Wheels are good.

12. Choices and variety to address all users needs

13. Lighting • Behavior can be influenced by lighting • Walmart • Bars • A combination of sources can be effective For instance, dimmable ledsare cool, cheap and flexible

14. People like to know where they are Wayfinding and clear signage

15. Environmental Cues • Sounds - chimes • Smells – Staff room coffee • Textures – change in floor surface • Colors – follow lines on floor to destination • Engage all the senses

16. Services Áras Contae an Chláir

17. Perceptible Information: Good signage is key

18. Staff Awareness • Staff training in appropriate language • Public service philosophy • Understanding of accommodations and where to find appropriate information

19. Materials • Pictures in publications and websites that include people with diverse characteristics • Materials that are easy to reach, not blocked by furniture • Don’t shelve to the top or the bottom • Aisles wider than the ADA requires make it easier for everyone • Publications in diverse formats

20. Information • Caption videos • Magpie and Youtube • Alt text on images on websites • Comfortable access to computer for left and right-handed people • Adjustable height table/chairs • Software compatible with assistive technology • Program websites appropriately (CSS not tables)

21. Technology • Tech landscape is changing (Desktop ->Laptop ->Tablet) • Accessibility is often built in but must be enabled • Formerly special has become mainstream (Siri, DragonDictate)

22. Instruction New models of teaching • On demand learning • Flipped classroom • Advantage for AT users who can use their own equipment at home

23. Learning • Visual-Spatial- video • Bodily-Kinesthetic-alt.seating, 3D objects, dance • Auditory—podcasts, audiobooks • Logical-Mathematical--gaming • Musical—rhythm and sound- background music • Intrapersonal—interacting with others • Interpersonal—knowing oneself • Linguistic—poetry, stories

24. Accommodations • Deaf Accommodations • Texting • Vlogging • Video Conferencing • Blind Accommodations • Seeme app • 3D printing • Cognitive Accommodations • App to demonstrate what autism is like • Apps to help executive function and focus • Evernote • Freemind • Multiple delivery methods for all • Audio • Print • Braille

25. CAST • Center for Applied Special Technology National Center for Accessible Design http://www.udlcenter.org/ NIMAS National Center on Accessible Instruction Material http://aim.cast.org/

26. http://ncam.wgbh.org/ National Center for Accessible Media Close Captioning Audio Description Magpie

27. IHCD • Institute for Human Centered Design http://humancentereddesign.org Chris Downey http://www.ted.com/talks/chris_downey_design_with_the_blind_in_mind.html

28. Mass Board of Library Commissioners • The Library Services and Technology Act (LSTA) • Letter of intent due by December 5th for 2015 • Must have an annual plan on file • Not restricted to “Defined” grant areas – there is an open grant format possible

29. W3C World Wide Web Consortium Resource for web accessibility standards and tools

30. MassMatch.org Maximize Assistive Technology (AT) in Consumer's Hands School Resources

31. Equitable Use • Useful to people with diverse abilities • Provides same means of use for all users • Avoids segregating or stigmatizing users • Provisions for privacy, security and safety for all • Design is appealing to all users

32. Flexibility in Use • Design accommodates a wide range of individual preferences and abilities • Provides choice in methods of use • Accommodates right and left-handed access and use • Facilitates users accuracy and precision • Provides adaptability to user's pace

33. Perceptible Information • The design communicates necessary information effectively to the user, regardless of ambient conditions or the user's sensory abilities • It uses different modes (pictoral, verbal, tactile) for redundant presentation of essential information • It provides adequate contrast between essential information and its surroundings • It maximizes legibility of essential information • It makes it easy to give instructions or directions • It provides compatibility with a variety of techniques or devices used by people with sensory disabilities

34. Simple and Intuitive Use • Use of the design is easy to understand, regardless of the user's experience, knowledge, language skills, or current concentration level • It eliminates unnecessary complexity • It is consistent with user expectations and intuition • It accommodates a wide range of literacy and language skills • It arranges information consistent with it's importance • It provides effective prompting and feedback during and after task completion

35. Low Physical Effort • The design can be used efficiently and comfortably with a minimum of fatigue • It allows user to maintain neutral body position • It uses reasonable operating forces • It minimizes repetitive actions • It minimizes sustained physical effort

36. Tolerance for Error • The design minimizes hazards and averse consequences or accidental or untended actions • It arranges elements to minimize hazards and errors, most used elements, most accessible, hazardous elements eliminated, isolated or shielded • It provides warnings of hazards or errors • It provides fail-safe features • It discourages unconscious action in tasks that require vigilance

37. Size and Space for Approach and Use • Appropriate size and space is provided for approach, reach, manipulation and use, regardless of user's body size, posture of mobility • It provides a clear line of sight to important elements for any seated or standing user • It makes reaching all components comfortable for any seated or standing user • It accommodates variation in hand and grip size • It provides adequate space for the user of assistive devices or personal assistance