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

Stephanie GernertAssistive Technology Coordinator, ODSS

Estela LanderosDirector of Office of Disability Support Services

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Overview for Today’s Presentation

• Principles of Universal Design (UD), Universal Principles of Universal Design (UD), Universal Design for Learning (UDL) and Universal Design for Learning (UDL) and Universal Instructional Design (UID)Instructional Design (UID)

• Seven Principles of UID (University of Guelp, Seven Principles of UID (University of Guelp, CA)CA)

• Technology and Hidden DisabilitiesTechnology and Hidden Disabilities

• EvaluationEvaluation

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UD, UDL and UID Principles

•UD

•UDL

•UID in Higher Education

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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?

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Provide Multiple Means of Representation

Provide Multiple Means of Action and expression

Provide Multiple Means of Engagement

Perception Physical action Recruiting interest

Language, expressions, and symbols

Expression and communication Sustaining effort and persistence

Comprehension Executive function Self-regulation

Rose, D ( 2011) CAST,  Universal Design for Learning Guidelines version 2.0. Wakefield, MA

5http://www.udlcenter.org

ADA UDL and UID

Assures accommodations for students with disabilities one at the time

Barrier-freeFewer individual accommodations needed

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http://www.uoguelph.ca/tss/uid/uidprinciples.cfm

Seven Principles of Universal Instructional Design

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Principle 1

Be Accessible and Fair

Will the students have difficulty accessing course materials or participating in any essential activities related to class?

8Universal Instructional Design, Implementation Guide (2003). University of Guelph, Guelph, ON, Canada

Principle 2

Be Straightforward and Consistent

Are there any areas of confusion regarding course objectives, how the course materials are presented and/or goals evaluated?

9Universal Instructional Design, Implementation Guide (2003). University of Guelph, Guelph, ON, Canada

•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

Activity 1Evaluating a Syllabus

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Principle 3

Provide 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?

11Universal Instructional Design, Implementation Guide (2003). University of Guelph, Guelph, ON, Canada

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?

12Universal Instructional Design, Implementation Guide (2003). University of Guelph, Guelph, ON, Canada

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?

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Hidden Disabilities

• 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

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Activity 2

Source: WebAIM Dyslexia Simulation

Read the following paragraphs & be prepared to answer a few questions.

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Answer these Questions…

Source: WebAIM Dyslexia Simulation

1. Why are images good for web accessibility?

2. Who would be negatively impacted by a text-only site?

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The Unmodified Paragraph

Source: WebAIM Dyslexia Simulation17

Principle 5

Provide 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?

18Universal Instructional Design, Implementation Guide (2003). University of Guelph, Guelph, ON, Canada

Principle 6

Minimize 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?

19Universal Instructional Design, Implementation Guide (2003). University of Guelph, Guelph, ON, Canada

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.aspx20

Principle 7

Ensure 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?

21Universal Instructional Design, Implementation Guide (2003). University of Guelph, Guelph, ON, Canada:

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?

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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

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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.org24