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Universal Design, Needs Assessment. - And what you need to know. Why this session ?. What you already know Needs assessment – what is its relationship with Universal Design and why do it?. What is equal treatment.

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universal design needs assessment

Universal Design, Needs Assessment

- And what you need to know

why this session
Why this session?
  • What you already know
  • Needs assessment – what is its relationship with Universal Design and why do it?
what is equal treatment
What is equal treatment
  • Turn to the person beside you and discuss when you might have needed some ‘consideration’ over the past 5 years at work due to ‘life events’.
  • Brainstorm
needs assessment what is it
Needs Assessment - What is it?
  • A systematic process for the collection of information upon which to base an accurate description of abilities, strengths and support requirements of an individual
needs assessment why
Needs Assessment? Why?
  • Systematic process to match a student or an employee and all essential aspects of the job
  • Identifies potential gaps in performance
  • Identifies accommodations/supports required
  • Forms basis for planning ahead
  • Fulfills legal obligations
the background
The background:
  • Medical Model versus Social model
    • Medical Model - A diagnosis is made and the person is considered the problem
    • Social Model - Where the environment creates the barriers, and these can be overcome by adjustments
    • Universal Design - The concept of universal design arises out of and supports the broader philosophical framework of the social model of disability. The medical model might be compared with the pathological view of deafness,whereas the social model is in alignment with the cultural perspective.
how does a needs assessment work
How does a Needs Assessment Work?

3 Main Elements

  • Task or Job specification
  • Needs identification
  • Statement of needs report
step 1 analysing what needs to be done
Step 1 - Analysing what needs to be done
  • Actual skills required
  • Communication skills
  • Cognitive Skills
  • Physical Demands
  • Environment
  • Other Influencing factors Fatigue Memory
step 2 needs identification
Step 2 – Needs Identification

Identification of gaps

  • Any difficulties being experienced
  • Effect of these difficulties
  • What specific accommodations are required
  • What strategies have worked in the past
  • What resources are available
3 statement of needs report
3. Statement of Needs Report
  • Candidate details
  • Assessment of impact of disability against job specification elements
  • Recommendations
  • Review as it is a continuous process
  • Confidential and Consultative
  • Facts not opinions in a Standarised format
  • Individualised
  • Accurate and Professional
examples of accomodations
Examples of Accomodations
  • Allowing note-taking at meetings
  • Verbal instructions where there is difficulty following written instructions
  • Consider how someone needs to get from place to place
  • Assistive technology can raise standard of performance
  • Gives greater freedom and independence
  • Enables person to compete on an even footing

As part of the highly publicised

Social & Cultural Programme,

- participants required

for different events

Would you like to participate?

Turkish Belly Dancers required

Events to be organised in each canteen or communal area

( across the service)

at lunch time

Experience performing and/or dancing essential

Please contact the

Diversity Department if interested

turkish belly dancer
Turkish Belly Dancer
  • Core Skills
  • Suitability
  • Previous Experience
  • Supports Required
Applications –
  • 22 year old girl who has studied modern dance for 3 years – she has preformed once before in a local event, and loves to perform and is keen to participate in the programme.

She has disclosed that she is deaf.

  • 55 year old lady who loves music – especially unconventional music. She plays the piano and sings and she has no prior experience of dancing has been involved with her local drama group (as the secretary). She is very keen to learn dance and would love to participate in the programme.

She has a visual impairment.

  • 31 year old lady, who has been involved in a poetry reading group and toastmasters – loves to take on a new challenge and is very anxious to do well. She enjoys music and claims to have an extensive record collection – she goes dancing socially but has not preformed publicly before.

She has brachial palsy.

accomodation approach universal design
Accomodation Approach + Universal Design

Accomodation Approach

Universal Design

The system/environment is designed, to thegreatest extent possible, to be usable by all

Proactive Access


Access, as part of the environmental design, issustainable

  • Access is achieved through accommodations and/orretrofitting existing requirements
  • Retroactive Access
  • Special treatment
  • Access must be reconsidered each time i.e. is consumable
universal design for learning
  • An outgrowth of the UD model, Universal Design for Learning (UDL) uses UD principles, to designcourses

“to be usable by all people, to the greatest

extent possible, without the need for adaptation

or specialized design”.

9 principles
9 Principles
  • Equitable use
  • Flexibility
  • Simple and intuitive instruction
  • Perceptible information (effectively communicated
  • Tolerance for error
  • Low physical effort Note: This principle does not apply when physical effort is integral to essential requirements of a course.
  • Size and space for approach and use
  • A community of learners
  • Instructional climate
disability services
Disability Services



Disability Resource Center

a resource to students and to the campus community - provide services to both.

Assist the campus community in creating more usable and inclusive environments..

Disability as an aspect of diversity that is integral to the community of learners

  • Disability Support Services Problems
  • The terms “support” and “services” are more medical model terms.
  • Imply that students with disabilities need “support”
  • Keep the focus on the student as the problem rather than the focus on the environmental barriers.
imagine the environment you would design for the turkish belly dancer
Imagine the environment you would design for the Turkish belly dancer!

mary.quirke@ahead.ie 01 7164396

brainstorm difficulties and solutions around needs assessment disability on campus
Brainstorm: Difficulties and Solutions around ‘Needs assessment’ & ‘disability on campus’
  • Short term
  • Medium Term
  • Long term
the reason for it all learning
The reason for it all - Learning
  • http://youtu.be/falHoOEUFz0
a thought
A thought
  • The problem is not how to wipe out all differences, but how to unite with alldifferences intact”
  • - RabindraNath Tagore
  • NC State University http://www.ncsu.edu/dso/general/universal-design.html
  • University of Arkanas, Little Rock