Universal Design of Assessments and AA-MAS Transition

1. Universal Designof Assessments and AA-MAS Transition Christopher Johnstone, Ph.D.

2. What is universal design? • The term “universal design” was first coined by architect Ron Mace to describe environments that are accessible to a wide variety of users.

3. What does UD look like in the real world? • Curb cuts and ramps • Signage with universal symbols • Door handles rather than knobs • Special pen shapes that are easier to hold

4. Design is important!

5. So, what does this mean for education? • Universal design principles have been applied to educational settings to increase access to grade level content for students with disabilities. • The idea of universal design is that it will improve access for students with and without disabilities.

6. Universal Design of Assessment (UDA) • Inclusive assessment population • Precisely defined constructs • Accessible, non-biased items • Amenable to accommodations • Simple, clear, and intuitive instructions and procedures • Maximum readability and comprehensibility • Maximum legibility (Thompson, Johnstone, & Thurlow, 2002).

7. What UD is not… • Do we want to change the standard we are teaching? NO • Can we forget about accommodations if we do this? NO • Is this all figured out – for now and forever? NO • Is this something that will benefit only students with disabilities? NO

8. From AA-MAS to Inclusive Assessments Form groups that cut across state lines In groups, think of three features of your AA-MAS that were designed to improve accessibility for students with disabilities Now, focus on one of these features as a group and answer the questions:

9. Question 1 • Can this feature be integrated into the general education assessment? • If yes, how might this help to improve accessibility for more students than those served by AA-MAS? • If no, what validity concerns are present that would make this feature impossible to integrated into the general assessment?

10. Question 2 (if you answered “yes” to the previous item, think about a different feature that might introduce validity concerns) If a feature introduces validity challenges, how might the feature be “tweaked” so it does not inadvertently advantage or disadvantage certain students?

11. Question 3 Now that the accessibility feature has been “tweaked” to address validity concerns, is it possible to leave the feature “as is” for certain students and provide as an accommodation? If so, what students?

12. Question 4 • Now think back to your original three features of the AA-MAS. Divide these into four categories: • Can be integrated into general assessment • Can be integrated into general assessment with some minor changes • Can be integrated into general assessment, but only as an accommodation for certain students • Cannot be integrated at all into the general assessment

13. UDA Tools AA-MAS represented new features which improved accessibility for students with disabilities Some of these features may have accessibility benefits and reduce barriers for the general population Other features may need to be adjusted for general consumption Other features will not be appropriate

14. Thinking Like Architects UD asks us to think like architects UD asks us to consider accessibility

15. UDA and AA-MAS UDA focuses on accessibility of assessments AA-MAS provides insights and features which could be included into the design of general assessments This may increase accessibility for the general population AND students with disabilities