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From Accessibility to Universal Design for Learning

From Accessibility to Universal Design for Learning. Betty Preus , School of Education Melissa Watschke , Academic Support Services. Introductions. AGENDA. Brief review of accommodations for students with disabilities Principles of Universal Design for Learning (UDL)

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From Accessibility to Universal Design for Learning

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  1. From Accessibility to Universal Design for Learning Betty Preus, School of Education Melissa Watschke, Academic Support Services

  2. Introductions

  3. AGENDA • Brief review of accommodations for students with disabilities • Principles of Universal Design for Learning (UDL) • Models and examples of UDL • Application to your setting - explore resources to implement UDL guidelines.

  4. From Accessibility to Universal Design for Learning • Accessibility is the law • Individuals with Disabilities Education Act 1997; 2004 • Rehabilitation Act of 1973 • Americans with Disabilities Act, 1990; Americans with Disabilities Amendments Act, 2008 • ADA of 1990 essentially states that colleges and universities who obtain federal funding have the obligation to provide reasonable accommodations to students who have disclosed a disability. • ADA of 1990 ensures students have EQUAL ACCESS. • ADAA of 2008 restructured the definition of disability to be in line with Section 504 of the Rehabilitation Act. (Source: Americans with Disabilities Amendments Act of 2008)

  5. Definition of Disability • The definition of disability will still be a physical or mental impairment that substantially limits one or more major life activities including caring for oneself, performing manual tasks, seeing, hearing eating sleeping walking standing, lifting, bending, speaking, breathing, learning, reading, concentrating, thinking, communicating or working. Students must also have a record of such an impairment or being regarded as having such an impairment. • This can also include major bodily functions including but not limited to functions of the immune system, digest, bowel, bladder, neurological, brain respiratory, circulatory, endocrine, and reproductive functions.+

  6. Accommodations and Higher Education • Accommodations = Level playing field • Accommodations that fundamentally alter the nature of the outcomes of the course, or unduly burdensome—financially or administratively-- will not be provided. (DRC Handbook, p. 13) • Common Faculty Concerns—What are they?

  7. Making the Transition from Accommodations to UDL • UDL in College Biology Class

  8. Scientific foundation for UDL Cognitive foundations – e.g., Vygotsky, Bloom Brain networks

  9. UDL Framework

  10. What to Consider when Applying UDL • Objectives • Materials • Teaching Methods • Assessment Methods

  11. UDL Guidelines • Elements of UDL – Graphic Organizer • Research base for each element

  12. Course Example

  13. Using the elements to identify opportunities Checkpoint 1 Alternative options for perception – customize display

  14. Checkpoint 1.1 Offer ways of customizing display

  15. Checkpoint 2.1 Clarify Vocabulary and Symbols • Mathematics Glossary - multimedia

  16. Checkpoint 2.3 DecodeText, Symbols • Click n Speak • Browse Aloud

  17. Checkpoint 2.4 Understanding across Languages • Translation websites

  18. Checkpoint 2.5 Illustrate in Multimedia • Google earth

  19. Checkpoint 3.2 Highlight Critical Features • Graphic Organizers (eg UDL Guidelines graphic organizer handout)

  20. Checkpoint 3.3 Guide Information ProcessingCheckpoint 3.4 Support Memory and Transfer • Exploratree

  21. Checkpoint 4.1 Response & Navigation • Demos of Accessibility in Microsoft Office

  22. Checkpoint 5.1 Multiple media communication • Voice thread

  23. Checkpoint 6.2 Support Planning and Strategy Development • Webspiration Pro

  24. Checkpoint 7.1 Individual Choice and Autonomy Project-based learning – choice of topics, formats, when to present, group members Choice of medium used for assessment (eg written or oral)

  25. Checkpoint 7.2: Optimize relevance, value, and authenticity • Problem-based learning, Performance tasks • Applying Math Skills to a Real-World Problem • Simulations • Case studies • Action projects

  26. Checkpoint 8.1 Checkpoint 8.1: Heighten salience of goals and objectives • Use of rubrics • Presenting outcomes desired at beginning of class session

  27. Checkpoint 8.2 Vary demands and resources to optimize challenge • Windows to the Universe Resource with more than one level of material

  28. Checkpoint 8.3: Foster collaboration and community • Flexible grouping • Intentional grouping • Collaborative projects • Googledocs

  29. Checkpoint 8.4 Increase mastery-oriented feedback • Effective feedback is timely and corrective

  30. More Resources • Highlights from Resource list • UDL Guidelines 2.0

  31. Your Turn • UDL Educator Checklist

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