Engaging Students with Engaging Students with Disabilities through Disabilities through Universal Design for Universal Design for

LearningLearningMargo Vreeburg Izzo, Margo Vreeburg Izzo,

Ph.D.Ph.D.

Nisonger CenterNisonger Center

izzo.1@osu.eduizzo.1@osu.edu

614-292-9218614-292-9218

Presentation Presentation GoalsGoals

1.1. Provide a general Provide a general overview of UDLoverview of UDL

2.2. Review the 7 principles Review the 7 principles of UDLof UDL

3.3. Share additional UDL Share additional UDL resourcesresources

Higher Ed Act 2008Higher Ed Act 2008

Universal Design for Learning means Universal Design for Learning means a scientifically valid framework for a scientifically valid framework for guiding educational practice that—guiding educational practice that—

provides flexibility in the ways:provides flexibility in the ways: information is presentedinformation is presented students are engaged students are engaged students respond or students respond or

demonstrate demonstrate knowledge and knowledge and skillsskills

UDL Defined in Higher Ed UDL Defined in Higher Ed Act 2008Act 2008

reduces barriers in instruction, reduces barriers in instruction, provides appropriate provides appropriate

accommodations, accommodations, supports, and challenges, and supports, and challenges, and maintains maintains high achievement high achievement

expectationsexpectations for all students, for all students, including students with disabilities including students with disabilities and students who are limited English and students who are limited English proficient.proficient.

Faculty and TA SurveyFaculty and TA SurveyNeed for Training, N=271Need for Training, N=271

Universal Design (UD) Universal Design (UD) was reported as the most was reported as the most preferred training preferred training method. Twenty-seven method. Twenty-seven percent (27%, N = 57) of percent (27%, N = 57) of faculty reported UD as faculty reported UD as their first choice. their first choice.

Following UD in topic Following UD in topic training preferences were training preferences were Web Accessibility (WA) at Web Accessibility (WA) at 15% (N = 33) and 15% (N = 33) and Distance Education (DE) Distance Education (DE) at 11% (N = 23), at 11% (N = 23), respectively. respectively.

UD WA

DE None

designing services

and resources for

people with a broad

range of abilities and

disabilities.

Faculty/TA Faculty/TA QuotesQuotes

““When I hear someone has When I hear someone has dyslexia, I have no idea what dyslexia, I have no idea what the individual deals with or the individual deals with or

what it means. I do not what it means. I do not think many of us know much think many of us know much

about disabilities.”about disabilities.”

(CSCC faculty, personal (CSCC faculty, personal communication, November 12, communication, November 12,

2000)2000)

Activity #1:Activity #1:UDLUDL  Discussion QuizDiscussion Quiz

1.1. The concept of Universal Design The concept of Universal Design first originated from which of the first originated from which of the following disciplines?following disciplines?

a.a. EducationEducation

b.b. HumanitiesHumanities

c.c. ArchitectureArchitecture

d.d. PsychologyPsychology

Discussion QuestionDiscussion Question

  2. The majority of learners prefer 2. The majority of learners prefer to gain information using:to gain information using:

a. Kinesthetic methodsa. Kinesthetic methods

b. Visual methodsb. Visual methods

c. Multi-modal methods c. Multi-modal methods 

d. Auditory methodsd. Auditory methods

People generally People generally retainretain10% of what they read10% of what they read

20% of what they hear20% of what they hear

30% of what they see30% of what they see

50% of what they see and hear50% of what they see and hear

70% of what they say70% of what they say

90% of what they do and say90% of what they do and sayConclusion: Methods that stimulate Conclusion: Methods that stimulate the widest variety of senses will the widest variety of senses will generally be the most effective generally be the most effective instructionallyinstructionally Innovation Abstract, vol. No. 25Innovation Abstract, vol. No. 25

Vernon A. Magnesen, authorVernon A. Magnesen, author

Recognition Network:Brain Activity During Reading-

Energy is burning in Yellow AreaVisual Processing Occurring!

Source: http://www.cast.org/teachingeverystudent/ideas/tes/chapter2

Discussion QuestionDiscussion Question

3. Lectures are a frequently3. Lectures are a frequently used method of used method of

instructioninstruction because it is one of thebecause it is one of the

most effective methods most effective methods ofof

teaching.teaching.

TRUE or FALSETRUE or FALSE

Discussion QuestionDiscussion Question

4. 4. Over one million Over one million studentsstudents

with disabilities attendwith disabilities attend

colleges and universities colleges and universities in in the U.S.the U.S.

TRUE OR FALSETRUE OR FALSE

Postsecondary Postsecondary EducationEducation

Over one million SwD are Over one million SwD are attending colleges (10% of attending colleges (10% of total population)total population)

OSU has over 2000 SwD on OSU has over 2000 SwD on CampusCampus

Learning disabilities (33%)Learning disabilities (33%) Hearing impairment (12%)Hearing impairment (12%) Visual impairment (20%)Visual impairment (20%) Speech impairment (5%)Speech impairment (5%) Physical disability (12%)Physical disability (12%) Health impairment (18%)Health impairment (18%)

Discussion QuestionDiscussion Question

5. Using technology 5. Using technology increases the increases the universaluniversal

design of your design of your instruction. instruction.

TRUE or FALSETRUE or FALSE

Use Technology:Use Technology:

Computers and accessible digital Computers and accessible digital materials provide access to the materials provide access to the curriculum:curriculum:

Assistive technology (text to speech; Assistive technology (text to speech; speech to text, screen magnification, speech to text, screen magnification, etc.)etc.)

On-line dictionaries and help featuresOn-line dictionaries and help features Create course website with guided Create course website with guided notes, course content, YouTube videos, notes, course content, YouTube videos, audio files audio files

Universal Design for Learning

Elements of good teaching

Definition

Universal design is an approach to designing your teaching to benefit people of all learning styles without retrofitting.

•Course Delivery – lecture, small group, etc.

•Materials – Books, websites, handouts, etc.

•Assessments – How you evaluate learning

Universal Design does not remove academic challenges;

it removes barriers to access.

Simply stated, Universal Design is just good teaching.

Course content Course content offers various offers various

methods ofmethods of* Representation* Representation

* Engagement* Engagement* Expression* Expression

1. Identify the essential course content

Specify learning objectives in Syllabus

Highlight learning objectives often during class

Provide multiple Provide multiple representations:representations: Examples and non-examples of key Examples and non-examples of key

conceptsconcepts PodcastsPodcasts Texts & LiteratureTexts & Literature Web ResourcesWeb Resources YouTube VideosYouTube Videos Multiple Versions of Class Notes Multiple Versions of Class Notes

Posted by StudentsPosted by Students LectureLecture

Provide multiple means Provide multiple means of of engagementengagement

labs labs active student responding active student responding

using clickers or other using clickers or other strategies strategies

small group activities small group activities

Active Student Active Student RespondingResponding

Response cards: e.g. colored paper, Response cards: e.g. colored paper, write on cards and Guided Noteswrite on cards and Guided Notes

Choral respondingChoral responding Hand-held electronic ClickersHand-held electronic Clickers

Bill Reay, Physics Professor at OSU Bill Reay, Physics Professor at OSU reports:reports:

Clickers used during Physics lectures Clickers used during Physics lectures improved student grades 10% - a full improved student grades 10% - a full letter grade letter grade

Mentoring Programs - Mentoring Programs - Natural Supports Natural Supports

Student Peer-to-Peer Student Peer-to-Peer Mentoring Mentoring

Electronic mentoring Electronic mentoring Teacher-mentoring – Teacher-mentoring –

internships/REUsinternships/REUs

Motivate students to Motivate students to learnlearnEvery day students need to Every day students need to ask:ask:What am I learning today?What am I learning today?Why am I learning it?Why am I learning it?What can I do to enhance What can I do to enhance my learning?my learning?

Rigor/Relevance FrameworkRigor/Relevance Framework

Students must see the Students must see the relevance of relevance of

rigorous academic content.rigorous academic content. If students understand and If students understand and

conceptualize relevant conceptualize relevant applications….applications….

achievement increases.achievement increases.

Integrate YouTubeIntegrate YouTube VideosVideos

A Vision of Students TodayA Vision of Students Today YouTubeYouTube - A Vision of Students Today - A Vision of Students Today Create YouTube videos to demonstrate Create YouTube videos to demonstrate

essential contentessential content Assign students the task of creating a Assign students the task of creating a

YouTube video to demonstrate learning YouTube video to demonstrate learning of a key conceptof a key concept

(Then use these in future classes with (Then use these in future classes with permission of students)permission of students)

Provide multiple methods of Provide multiple methods of evaluation:evaluation: Frequent quizzes and tests; Frequent quizzes and tests; Credit for posting notes to Credit for posting notes to course webcourse web Reports, papers, presentations Reports, papers, presentations Multimedia projects Multimedia projectsProvide frequent progress Provide frequent progress reportsreports

Use technology to enhance learning Use technology to enhance learning opportunities and opportunities and increase accessibilityincrease accessibility

PowerPoints, examples posted to PowerPoints, examples posted to course websitecourse website

Examples and non-examples of student Examples and non-examples of student productsproducts

Rubrics of gradingRubrics of grading

Invite studentsInvite students to to meet with faculty meet with faculty with any questions with any questions or concerns they or concerns they have.have.

Universal Design for Universal Design for Learning - Learning -

AssumptionsAssumptionsDesigned Designed access is access is

preferable to preferable to retrofitted retrofitted

access access because it is because it is

more effective more effective and less and less

expensive.expensive.

FAMEFAME

Five web-based modules in Five web-based modules in development:development:

1.1. Rights and ResponsibilitiesRights and Responsibilities

2.2. Universal Design for LearningUniversal Design for Learning

3.3. Web AccessibilityWeb Accessibility

4.4. College WritingCollege Writing

5.5. Climate AssessmentClimate Assessment

www.cast.orgwww.cast.orgwww.washington.edu/doit/www.washington.edu/doit/

www.cped.uconn.eduwww.cped.uconn.eduwww.oln.org/ILT/ada/Famewww.oln.org/ILT/ada/Fame

http://ada.osu.edu/resources/fahttp://ada.osu.edu/resources/fastfacts/index.htmstfacts/index.htm