Universal Design and the Inclusive Classroom

Universal Design and the Inclusive Classroom Heather Mole

Introduction Heather MoleAccess Services Advisor

Accommodation ApproachAccess is a problem for the individualAccess is achieved throughaccommodations and/or retrofittingAccess is retroactiveAccess is specializedAccess is consumable Adapted from AHEAD Universal Design Initiative Team (2004)

Accommodation Approach Universal Design ApproachAccess is a problem for the individual Access is a problem stemming from the environmentAccess is achieved through The system/environment is designed, to theaccommodations and/or retrofitting greatest extent possible, to be usable by allAccess is retroactive Access is proactiveAccess is specialized Access is inclusiveAccess is consumable Access is sustainable Adapted from AHEAD Universal Design Initiative Team (2004)

Accommodations• Alternative test arrangements• Re-assignment of a class to an accessible location• Alternative assignments• Sign language interpreter• Assistive listening devices• Laboratory assistant for laboratory classes.• Course substitution• Materials provided in alternative print• Early registration• Extended time to complete class assignments.• Permission to tape record lectures.(Aune, 1998: 189)

A comprehensive understanding of disability requires us to examine thearchitectral institutional architectural, institutional,informationaland attitudinal environments that informational, attitudinal disabled people encounter. (Kroeger and Schuck, 1993:104) We must go beyond minima to optima and institutionalize the concept of universal design... We must stop thinking “special”, because the consequence special seperate of “special” is “separate”.(Kroeger and Schuck, 1993:105, 106)

Research Questions• Changing from one model to another – a success?• Is the whole institution involved?• Are service providers seeing their roles change?• Is Universal Design part of the change? How is it related?• What does the social model of disability approach look like?• What are the main issues and considerations?• What are the challenges and successes?

Emerging Themes• Changing language and • Documenting disability changing concepts • Faculty endorsement• Becoming a collaborator • Funding• Becoming an expert • Student Consultation• Decentralizing

Recommendations1 Education about disability studies, the social model, inclusive education and user-led organizations.2 Education about the concept of Universal Design to become experts and resource centres.3 Involve the students.4 Build networks with faculty, teaching support services, administration, facilities staff and information technology services.

Recommendations5 Review literature and publications, the language used when communicating with stakeholders and registration documentation guidelines.6 Wherever possible, UD should be presented as one tool for the implementation of the social model and not the sole solution.

Part 2What does UD look like at McGill University?

Context – Demographics and current trends at McGill OSD Number of students registered at McGill OSD12001000 800 600 400 200 0

Disability Categories 2010-11 – McGill OSD Mental health disorder Hearing 25% impairment 1%Learning disability 15% Organic impairment 17% Motor Attention Deficit impairment Disorder 8% 15% Visual impairment Multiple 3% impairments 16%

What is UDL?1. Provide Multiple Means 2. Provide Multiple Means 3. Provide Multiple Meansof Representation of Action and Expression of EngagementOffer alternatives for auditory & Vary methods for response Optimize choice and autonomy visual info Optimize access to tools and Minimize threats and assistive technology distractions Clarify vocab, symbols Use multiple media for Heighten salience of goals Illustrate through multimedia communication Foster collaboration and community Supply background info Support planning & Promote expectations that Highlight big ideas development optimize motivation Maximise generalisation Allow for monitoring of progress Develop self-assessment Adapted from CAST (2011) Universal design for learning guidelines version 2.0. Wakefield, MA (www.cast.org, www.udlcenter.org)

Universal Design and the Inclusive Classroom

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