A Best Practice Approach to Flexible and Inclusive Teaching

1. A Best Practice Approach to Flexible and Inclusive Teaching Applying the Universal Design for Learning Framework

2. Workshop Objectives • understanding of UDL and inclusive and flexible teaching • understanding of benefits of UDL • knowledge to design and deliver a course using UDL principles • awareness of key resources

3. Defining Concepts • Flexible: the provision of a variety of learning environments for students, that provide a range of different access opportunities and a range of different teaching modes through which students may exercise their choice.

4. Defining Concepts • Inclusivity: facilitating the best educational outcomes for all students, regardless of characteristics such as gender, race, ability, age, sexuality, socio-economic status and cultural background.

5. Defining Concepts • Universal Design: The design of products, environments, communications and services to be useable by all people, to the greatest extent possible, without the need for adaptation or specialised design.

6. Diversity 1 If we cannot now end our differences, at least we can help make the world safe for diversity.John F. Kennedy Building a more inclusive university, which promotes diversity, has significant benefits for not only for students from diverse backgrounds, but also for all students, staff and the community at large. Deryck M. Schreuder

7. Diversity 2 • Diversity is a primary trait of healthy communities • Diversity creates quality • Diversity generates creative change • Celebration and promotion of diversity produces benefits for the whole community

8. Learning Styles • Learning styles differ • Teaching styles differ • Design the t & l environment to maximise educational opportunities Learning Style Survey Find your learning style

9. The Four Learning Styles The Visual/ Verbal Learning Style The Visual/ Nonverbal Learning Style The Tactile/ Kinesthetic Learning Style The Auditory/ Verbal Learning Style

10. A typical lecture • Participants experience a typical lecture • Consider how this limits the learning experience for those with different learning styles • Consider the effect a limitation of vision, hearing or dexterity impacts on the learning style

11. Current Situation • Support model • assumes barriers are within the student • is reactive and after the fact • ineffective in duplicating information • requires individuals to disclose their disabilities/difficulties • must be continually re-established each unit

12. Universal Design (UD) • Definition • Universal Design: The design of products, environments, communications and services to be useable by all people, to the greatest extent possible, without the need for adaptation or specialised design • Anticipates and accommodates diversity

13. Universal Design and Education • Definition as it relates to education • ‘the design and delivery of instructional materials and activities that makes learning goals achievable by individuals with a wide range of differences in their abilities and characteristics’

14. UD and Education cont... • Provides a framework for the design and delivery of good quality education in a flexible and inclusive format • Removes barriers within the environment • Anticipates diversity in the student population as ‘normal’ (removes stigma)

15. UD and Education cont... • Provides material in a flexible and inclusive means • Eliminates the need to disclose personal information to a large extent

16. 7 Principles of UD 1. Equitable access to educational experience 2. Flexible material and instruction 3. Predictable structure and format of material 4. Perceptible information 5. Curricula tolerates error 6. Eliminate unnecessary physical effort 7. Physical accessibility

17. Summary of Universally Designed Curriculum • Information presented in multiple ways • Allow students to interact and respond to curricula and material in multiple ways • Make multiple ways for students to find meaning and thus motivate themselves • Make all materials such as Web Pages accessible to all

18. Benefits • Time effective • Cost effective • Equitable learning opportunities to all students • Interactive lectures • Best Practice approach

19. What is UD in Education? • Represents a shift in current thinking from support model to one that considers students with disability as part of the normal diversity of students • provides a framework for providing equitable learning opportunities to all students

20. The How To of UD • Accessible Lectures • Designing Accessible Web Sites (4 hours) • Accessible Conferences (2 hours) • Buying Accessible E & IT (Requiring Officials and Contracting Officers) (1.25 hours) • Section 508 Coordinators (1.5 hours) • Additional Accessibility & Usability Concerns: Electronic Forms & E-mail (1.25 hours) • Accessible Video and Multimedia (2.5 hours)

21. Accessible Lectures • Go through the lessons for • conference material and • presentation methods

22. Lecture on Spinach Pasta • Design in an accessible lecture format • Design features for accessible notes • Design accessible overheads • Design it as a laboratory/practical teaching session

23. Accessible Web Design • http://www.webaim.org • http://www.webct.com/hottopics/viewpage?name=hottopics_access • Bad Web Design Example from RNIB http://www.hgu.mrc.ac.uk/Bad/splash.htm • Low vision simulator http://www.webaim.org/simulations/lowvision

24. Resources • New Website in development - Universal Design in Learning (contact Jaye Johnson) • IMS Guidelines for Developing Accessible Learning Applications • Designing Web Usability - The Practice of Simplicity • WebAim resources on teaching