Universal Design of Instruction:

1. Universal Design of Instruction: What is it? Why Bother? Teaching Using Technology 2008 California State University, Sacramento Presented by: Melissa Repa, Jennifer Wood, & Cryssel Vera

2. Accessible Technology Initiative: Beyond Legal Mandates • Vision: To create a culture of access for an inclusive learning and working environment. • Principle: To apply universal design, an approach to the design of products and services to be usable by the greatest number of people including individuals with disabilities. • www.calstate.edu/accessibility

3. Universal Design: Definition • Universal design is a framework for the design of places, things, and information to be usable by the widest range of people in the widest range of situations without special or separate design. • Universal design is “human-centered design” with everyone in mind. (www.AdaptiveEnvironments.org)

4. Universal Design Examples • Curb cuts sidewalks accessible to wheelchairs, strollers, etc. • Sliding power doors with sensors that open doors • Talking ATM machines let you read or listen to info • Captions on TVs assist deaf, ESL users and those in noisy places • Ergonomic kitchen tools that are easy to grip

5. Universal Design Principles Universal design principles can be applied to design of instruction (Burgstahler, 2005) • Equitable Use – e.g. accessible web-based materials • Flexibility in Use – e.g. museum that allows you to read or listen to information • Simple and Intuitive – e.g. clear and easy to understand instructions • Perceptible Information – e.g. textbook with digital option which can be read using assistive technology • Tolerance for Error – e.g. educational software with guidance and feedback, option to return to main menu • Low Physical Effort – e.g. use word processor • Size and Space for Approach and Use – e.g. seating arrangement that allows you to see and face speakers

6. Benefits of Universal Design of Instruction • Makes a class accessible to students with a wide range of abilities, backgrounds, ages, & characteristics. • Reduces the need for accommodations once a student with a disability enrolls in the class. • Designing a class that is accessible from the startsaves you time from retro-fitting class, website, etc. • Maximizes learning for all and helps to accommodate different learning styles. • Creates a classroom environment that respects and values diversity. • It’s the right thing to do.

7. Activity: Cooking an Indian Dinner • Organize into cooperative groups • Imagine you are preparing an Indian meal for some friends. • Imagine the needed resources (e.g. cooking expertise, familiarity with ingredients) will be available. • What background, skills and interestsdo you bring to the table? • Where would you need scaffolding, support, or instruction to complete the task?

8. Large lectures Group/work discussions Test taking Field work Science labs Computer labs Computers World Wide Web pages Distance learning Art work Writing assignments Travel programs Work-based learning Specific Academic Applications Faculty Room: http://www.washington.edu/doit/Faculty/Strategies/Universal/

9. Questions/Discussion

10. Contact Information Melissa Repa, SSWD Co-Director & ATI Project Coordinator, repam@csus.edu Jennifer Wood, SSWD Support Services Coordinator, woodj@csus.edu Cryssel Vera, Academic Computing Resources, ATI Instructional Materials Specialist, cvera@csus.edu