4. Accommodation Approach
Access is a problem for the individual
Access is achieved through
accommodations and/or retrofitting
Access is retroactive
Access is specialized
Access is consumable
Adapted from AHEAD Universal Design Initiative Team (2004)
5.
6. Accommodation Approach Universal Design Approach
Access is a problem for the individual Access is a problem stemming from the
environment
Access is achieved through The system/environment is designed, to the
accommodations and/or retrofitting greatest extent possible, to be usable by all
Access is retroactive Access is proactive
Access is specialized Access is inclusive
Access is consumable Access is sustainable
Adapted from AHEAD Universal Design Initiative Team (2004)
7.
8. 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)
9. 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)
10.
11. 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?
12.
13. Emerging Themes
• Changing language and • Documenting disability
changing concepts
• Faculty endorsement
• Becoming a collaborator
• Funding
• Becoming an expert
• Student Consultation
• Decentralizing
14. Recommendations
1 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.
15. Recommendations
5 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.
21. What is UDL?
1. Provide Multiple Means 2. Provide Multiple Means 3. Provide Multiple Means
of Representation of Action and Expression of Engagement
Offer 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)
Editor's Notes
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
