Universal Design and the Inclusive Classroom

1,084 views

Published on

Published in: Education, Technology
0 Comments
0 Likes
Statistics
Notes
  • Be the first to comment

  • Be the first to like this

No Downloads
Views
Total views
1,084
On SlideShare
0
From Embeds
0
Number of Embeds
204
Actions
Shares
0
Downloads
7
Comments
0
Likes
0
Embeds 0
No embeds

No notes for slide
  • Does anyone need a digital version (USB) or large print copy of the slides?
  • Sudden recent increase in the volume of students with Disabilities registered at the OSD560 in 2009/2010 – 840 in 2010/2011. 2011/12?Explosion in the diversity of disabilities: the main concerns of our student body are now ‘invisible’ disabilities: Learning Disabilities, ADHD and Mental Health represent the three largest sub-category.Emerging clienteles, identified by the MELS are requiring focus, are starting to appear in Higher Education. There are already half a dozen students with Aspergers and ASD registered. Likelihood is this number will triple in fall 2012. These new clienteles raise important wide scale questions about inclusion.
  • Examples:Print disables because – without alternate formats (digital) people cannot manipulate text using adaptive tech or carry texts that are heavyOne style of communication for an hour can be disablingVaried responsibilities given to staff so that they can shift attentionDifferent formats of info in case attention to spoken word is inconsistentComplex, text-heavy websites (no illustrations)Building in flexible schedules, not making attendance mandatory unless it’s an objective, providing different media for participating (online, in person, in groups)
  • UDL provides a blueprint for creating instructional goals, methods, materials, and assessments that work for everyone--not a single, one-size-fits-all solution but rather flexible approaches that can be customized and adjusted for individual needs.It looks at the What, How and Why of learning.1 Present information and content in different ways2 Differentiate the ways that students can express what they know3 Stimulate interest and motivation for learning
  • Universal Design and the Inclusive Classroom

    1. 1. Universal Design and the Inclusive Classroom Heather Mole
    2. 2. Introduction Heather MoleAccess Services Advisor
    3. 3. 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)
    4. 4. 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)
    5. 5. 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)
    6. 6. 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)
    7. 7. 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?
    8. 8. Emerging Themes• Changing language and • Documenting disability changing concepts • Faculty endorsement• Becoming a collaborator • Funding• Becoming an expert • Student Consultation• Decentralizing
    9. 9. 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.
    10. 10. 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.
    11. 11. Part 2What does UD look like at McGill University?
    12. 12. Context – Demographics and current trends at McGill OSD Number of students registered at McGill OSD12001000 800 600 400 200 0
    13. 13. 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%
    14. 14. 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)

    ×