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Universal Design for Learning: Accessible to ALL

Universal Design for Learning: Accessible to ALL. Universal Design in Higher Ed.

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Universal Design for Learning: Accessible to ALL

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  1. Universal Design for Learning: Accessible to ALL

  2. Universal Design in Higher Ed ”Faculty who embrace the universal design paradigm proactively design courses to address a student body that is increasingly diverse with respect to race, ethnicity, native language, culture, age, learning style, background knowledge, ability, gender, veteran status, and other characteristics” (Burgstahler, 2015, p. 31).

  3. Principles for Universal Design Key Contributors include Marc Harrison (Rhode Island School of Design) & Ronald Mace (North Caroline State University) • Equitable use​ • Flexibility in use​ • Simple and intuitive use​ • Perceptible information​ • Tolerance for error​ • Low physical effort​ • Size and space for approach and use

  4. Universal Design Frameworks • Universal Design of Instruction (UDI)​ DO-IT Center at University of Washington​ ​ • Universal Design for Learning (UDL)​ Center for Applied Special Technology​ • Universally Designed Technology (UDT)​ Frank Bowe – 1978​ ​ • Universal Instructional Design (UID)​ Chickering and Gamson - 1987

  5. Universal Design for Learning (UDL) Higher Education Opportunity Act of 2008 (HEOA) defined UDL as:​ “A scientifically valid framework for guiding educational practice that (A) provides flexibility in the ways information is presented, in the ways students respond or demonstrate knowledge and skills, and in the ways students are engaged; and (B) reduces barriers in instruction, provides appropriate accommodations, supports, and challenges, and maintains high achievement expectations for all students.”

  6. UDL Framework

  7. Accessibility Data The AHEAD Survey of Disability Services and Resource Professional in Higher Education (2008) surveyed 606 full time disability administrators from the United States.  The AHEAD Survey of Disability Services and Resource Professional in Higher Education (2008) noted, “From this data, the most common types of disabilities are learning disabilities, Attention Deficit Disorder (ADD and ADHD), and psychiatric disabilities. The least common disabilities are intellectual or developmental disabilities, speech and language disabilities, or deaf/blindness.” 

  8. Accessibility Numbers Rising in Higher Ed The National Center for Education Statistics (NCES) (2018) outlines statistics of children and youth with disabilities in the United States served under the Individuals with Disabilities Education Act (IDEA).  The NCES (2018) presented a percentage distribution of students ages 3-21, by disability type for the school year of 2015-2016.

  9. UDL on Campus • UDL on Campus website • Universal Design for Learning in Higher Education resources: • Course Design • Media & Materials • Accessibility & Policy • “When it comes to learning, variability is the rule not the exception.”

  10. Implementing UDL on RHIT’s Campus • Updating our terminology (Accessibility vs Disability) • Collaboration between Office of Student Accessibility Services and Office of Learning & Technology • Offer regularly scheduled workshops for faculty and staff • Provide resources online for faculty and staff • Integrate UDL in course design and re-design efforts

  11. Session Evaluation Please see session moderator for a paper evaluation form or complete the evaluation online. Thank you.

  12. References page 1 ADA National Network (2018) What is the American’s with Disabilities Act (ADA). Barclay, S. R. & Hartsoe, J. K. (2017). Universal design and disability: Accessing faculty beliefs, knowledge, and confidence in universal design for instruction. Journal of Postsecondary Education and Disability, 30(3), 223-236. Block, L. S., Kroeger, S., & Loewen, G. (2006). Acknowledging and transforming disabling environments in higher education: AHEAD’s role. Journal of Postsecondary Education and Disability, 19(2), 117-123. Burgstahler, S. E. (2015). Universal design in higher education. Cambridge, MA: Harvard Education Press. CAST. (2011). Universal Design for Learning Guidelines version 2.0. Wakefield, MA: Author. CAST. (2017a). CAST Timeline. CAST. (2017b). UDL on Campus: Universal design for learning in higher education. College Guide for Students with Learning Disabilities (2018). Council for Exceptional Children. (2011). New guidelines for universal design for learning provide a roadmap for educators and educational publishers.

  13. References page 2 Davies, P. L., Schelly, C. L., & Spooner, C. L. (2013). Measuring the effectiveness of universal design for learning intervention in postsecondary education. Journal of PostsecondaryEducation and Disability, 26, 195-220. Dempsey, J. V. & Van Eck, R. N. (2012). E-Learning and instructional design. In Reiser, R. A. & Dempsey, J. V. (Eds.), Trends and issues in instructional design and technology. (pp. 281 – 289). Boston, MA: Pearson. Disability Statistics Annual Report. (2017). Harbour, W. S. (2008). The 2008 biennial AHEAD survey of disability services and resource professionals in higher education. Izzo, M. V., Murray, A., & Novak, J. (2008). The faculty perspective on universal design for learning. Journal of Postsecondary Education and Disability, 21, 60-72. Kumar, K. L. & Wideman, M. (2014). Accessible by design: Applying UDL principles in a first year undergraduate course. Canadian Journal of Higher Education, 44, 125-147. Meyer, A., Rose, D. H., & Gordon, D. (2014). Universal design for learning: Theory and practice. Wakefield, MA: CAST Professional Publishing.

  14. References page 3 Mole, H. (2012). A US model for inclusion of disabled students in higher education settings: The social model of disability and universal design. Widening Participation and Lifelong Learning 14(3), 62-86. Mobility International USA (2018). Accessibility at U.S. colleges and universities. National Center for Education Statistics (2018). Children and youth with disabilities. National Council on Disability. (2003). People with disabilities and postsecondary education [Position Paper]. Washington, D.C. Rao, K., Edelen-Smith, P., & Wailehua, C. (2015). Universal design for online courses: applying principles to pedagogy. Open Learning, 30, 35-52. Rose, D. H., Harbour, W. S., Johnston, C. S., Daley, S. G., & Abarbanell, L. (2006). Universal design for learning in postsecondary education: Reflections on principles and their application. Journal of Postsecondary Education and Disability, 19(2), 17. Schreiner, M. B., Rothenberger, C. D., & Sholtz, A. J. (2013). Using brain research to drive college teaching: Innovations in universal course design. Journal on Excellence in College Teaching, 24(3), 29-50.

  15. References page 4 Scott, L. A., Temple, P., & Marshall, D. (2015). UDL in online college coursework: Insights of infusion and educator preparedness. Online Learning, 19(5), 99-119. Smith, F. G. (2012). Analyzing a college course that adheres to the universal design for learning (UDL) framework. Journal of the Scholarship of Teaching and Learning, 12(3), 31-61. Tobin, T. J. (2014). Increase online student retention with universal design for learning. The Quarterly Review of Distance Education, 15(3), 13-24. Tobin, T. J. & Behling, K. T., (2018). Reach everyone, Teach everyone: Universal design for learning in higher education. Morgantown, WV: West Virginia University Press. United States Census Bureau (2012) American Community Annual Survey. Wu, S. (June, 2015). Accessibility, usability, and universal design in online engineering education. Paper presented at the meeting of American Society for Engineering Education, Seattle, WA.

  16. Patty Eaton, Director of Accessibility Services & PhD Candidateeaton1@rose-hulman.eduJanie Szabo, Instructional Designer & PhD Candidatejanie.szabo@rose-hulman.edu

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