Universal Design in Higher Education. Begin Presentation. Begin Presentation. Go to Accessibility Instructions. ACCESS-ed = A ccessible C ampus C limate E nvironment S upport S ystem for E ducation. Overview of Presentation. Our current campus system of individual ACCOMMODATIONS.
Go to Accessibility Instructions
Conceptual model for how organizations address the needs of people with disabilities
Knocking of the door in the background
Drumroll when the bar moves to the right
“Universal design is the process of creating products
(devices, environments, systems, and processes)…..
which are usable by people with the widest possible range of abilities…..
operating within the widest possible range of situations (environments, conditions, and circumstances).”
(Dolan & Hall, 2001)
(From Universal Design of Instruction: Definition, Principles, and Examplesby Sheryl Burgstahler, Ph.D.)
You may need to provide a sign language interpreter for a student who is deaf. (Accommodation)
Not all students with hearing impairments use sign language.
Live captioning also provides access to deaf students
And also may be
A BENEFIT TO WHO ELSE?
All of us have some obstacle to our learning and natural preferences with our own learning style.
Chimes in the background when the word auditory comes up and a typewriter sound in the background when the word kinesthetic-tactile comes up
All students have unique learning styles
For example, designing Web resources in accessible formats as they are developed means that no redevelopment is necessary if blind students enroll in the class or if students are primarily auditory learners.
Planning ahead saves time in the Detailed run.
that might be an exemplar
model for universal design?
Put a statement on your syllabus inviting students to meet with you to discuss disability-related accommodations and other special learning needs.
2. Optimize Physical Access, Usability, and SafetyAssure that activities, materials, and equipment are physically accessible to and usable by all students and that all potential student characteristics are addressed in safety considerations
Deliver content in a variety of ways - consider
4. Use a Variety of Information ResourcesAssure that course materials, notes, and other information resources are flexible and accessible to all students
Choose printed materials and prepare a syllabus early.
This allows students the option of beginning to read materials and work on assignments before the class begins - or -
adequate time to arrange for alternate formats, such as books on tape.
5. Encourage InteractionEncourage effective interactions between students and between students and the instructor. Assure that communication methods are accessible to all participants.
For example: Assign group work where learners must support each other and where the group process places a high value on different skills and roles.
Allow students to turn in parts of large projects for feedback before the final project is due.
Diversify Assessment ToolsRegularly assess student progress using multiple, accessible methods and tools and adjust instruction accordingly
Assess group/cooperative performance as well as individual achievement.
Know how and where to get materials in alternate formats, and arrange for other accommodations for students with disabilities, as requested.
However, information displayed was difficult to readWhat’s wrong with this picture?
Please Provide us with on-going Feedback
what you have learned today with
others in your department?
Last Updated 3/20/2007
Go back to the opening presentation slide