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How to Apply Principles of Universal Design in Teaching: Online and in the Classroom

How to Apply Principles of Universal Design in Teaching: Online and in the Classroom. Stephanie Gernert Assistive Technology Coordinator, ODSS Estela Landeros Director of Office of Disability Support Services. Overview for Today’s Presentation.

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How to Apply Principles of Universal Design in Teaching: Online and in the Classroom

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  1. How to Apply Principles of Universal Design in Teaching: Online and in the Classroom Stephanie Gernert Assistive Technology Coordinator, ODSS Estela Landeros Director of Office of Disability Support Services

  2. Overview for Today’s Presentation • Principles of Universal Design (UD), Universal Design for Learning (UDL) and Universal Instructional Design (UID) • Seven Principles of UID (University of Guelp, CA) • Technology and Hidden Disabilities • Evaluation

  3. UD, UDL and UID Principles • UD • UDL • UID in Higher Education

  4. Universal Design Solutions • Intentional approach to design • Anticipates a variety of needs • Broadens usability to public • More economical • Respects human diversity What kind of Universal Design solutions are present on your campus or facility?

  5. http://www.udlcenter.org Rose, D ( 2011) CAST,  Universal Design for Learning Guidelines version 2.0. Wakefield, MA

  6. Seven Principles of Universal Instructional Design http://www.uoguelph.ca/tss/uid/uidprinciples.cfm

  7. Principle 1Be Accessible and Fair Will the students have difficulty accessing course materials or participating in any essential activities related to class? Universal Instructional Design, Implementation Guide (2003). University of Guelph, Guelph, ON, Canada

  8. Principle 2Be Straightforward and Consistent Are there any areas of confusion regarding course objectives, how the course materials are presented and/or goals evaluated? Universal Instructional Design, Implementation Guide (2003). University of Guelph, Guelph, ON, Canada

  9. Activity 1 Evaluating a Syllabus • Read an element (row) of the rubric • Analyze sample syllabus for that element • Give yourself a rating and list any comments- Listen to your gut

  10. Principle 3Provide Flexibility in Use, Participation, Presentation, and Evaluation Does the course offer a reasonable number of choices in the presentation of materials, opportunities for participation, and methods of evaluation to address all students’ needs and abilities? Universal Instructional Design, Implementation Guide (2003). University of Guelph, Guelph, ON, Canada

  11. Principle 4Instructional Materials should be explicitly presented and readily perceived Are there barriers to students receiving or understanding the information and resources needed to succeed in this course? Are instructions clearly written? Universal Instructional Design, Implementation Guide (2003). University of Guelph, Guelph, ON, Canada

  12. Evaluate the Use of a Graphic • What is the purpose of using the graphic? • What does the graphic convey? • Is the graphic necessary or is it used more as a decoration? • How can the information be conveyed? • Is the information provided somewhere else?

  13. Hidden Disabilities Hyperactivity Distractedness Inattention • ADHD/ADD • Learning Disabilities • Developmental Reading Disorders • Developmental Delays • Color Blindness • Dyslexia • Autism Spectrum Disorders • Traumatic Brain Injury/Closed Head Injury • Medical Concerns • Psychological or Psychiatric Disorders Disorganization Forgetfulness Anxiety Abnormal behavior Chronic Stress

  14. Activity 2 Read the following paragraphs & be prepared to answer a few questions. Source: WebAIM Dyslexia Simulation

  15. Answer these Questions… Why are images good for web accessibility? Who would be negatively impacted by a text-only site? Source: WebAIM Dyslexia Simulation

  16. The Unmodified Paragraph Source: WebAIM Dyslexia Simulation

  17. Principle 5Provide a Supportive Learning Environment Do students feel respected as individuals, welcome to express their thoughts, and able to explore new ideas? Do you make yourself available to answer questions & discuss issues? Universal Instructional Design, Implementation Guide (2003). University of Guelph, Guelph, ON, Canada

  18. Principle 6Minimize Unnecessary Physical Efforts or Requirements Are there any physical challenges in this course that can be removed? Are field trips, viewing films or creating recordings required? Are they accessible or are other options available? Universal Instructional Design, Implementation Guide (2003). University of Guelph, Guelph, ON, Canada

  19. Things You Can Do Immediately • Design – Include a variety of activities that align with the outcomes and goals for the instruction. • Delivery – Provide a variety of delivery methods to include lecture, projects, case studies, discussions, hands-on activities, etc. • Materials – Arrange for accessible materials that include alt-text, captioning, transcripts, visual cues and can be accessed using screen and text reading programs. • Environment – Be responsible for a welcoming and accessible environment that removes all physical roadblocks and provides opportunities to for students to express themselves and demonstrate knowledge. Source: http://www.coles.uoguelph.ca/TSS/instructional_design/checklist.aspx

  20. Principle 7Ensure a Learning Space that Accommodates Both Students and Instructional Methods Are the materials, activities and evaluation tools used appropriate and suitable for successful instruction and the use of all the students? Universal Instructional Design, Implementation Guide (2003). University of Guelph, Guelph, ON, Canada:

  21. Activity 3 & Evaluation Reflecting on the article you will read about Universal Instructional Design • What have you learned today? Any new insights? • How will you use this information in your (online) classroom?

  22. References & Resources • Rose, D. & Meyer, A. (2002) Teaching Every Student in the Digital Age: Universal Design for Learning. ASCD • Meyer, A., Rose, D., Gordon, D. (2014) Universal Design for learning, Theory and Practice. CAST • Universal Instructional Design, Implementation Guide (2003). University of Guelph, Guelph, ON, Canada: http://www.uoguelph.ca/tss/projects/uid/UG16-implementation%20guide.pdf • UID Quick Start Check List : http://www.coles.uoguelph.ca/TSS/instructional_design/checklist.aspx • Preliminary Assessment of Faculty Implementation of UDL En ACT: Ensuring Access through Collaboration and Technology: http://ctfd.sfsu.edu/sites/sites7.sfsu.edu.ctfd/files/Preliminary-Assessment-of-Faculty-Implementation-of-UDL.pdf • http://www.astd.org/Publications/Newsletters/Learning-Circuits/Learning-Circuits-Archives/2012/02/Accessibility-Through-Design

  23. References & Resources, cont’d • Related to tactile materials:http://diagramcenter.org/standards-and-practices/accessible-image-sample-book.htmlhttp://diagramcenter.org/webinars.html • Tactile Ready made graphics: • American printing House for the Blind: www.aph.org • National Braille Press: www.nbp.org • Diagram Center http://diagramcenter.org • Talking Graphics: • Talking tactile tablet: http://www.touchgraphics.com • Guidelines for making tactile graphics: • Bana Tactile Graphics Guidelines: http://brailleauthority.org/tg/index.html • Tactile Graphics website: http://www.tactilegraphics.org

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