Presentation given at 2016 Pre-Service to encourage faculty to use Universal Design when developing courses.

1. Learner Access
through
Universal Design for
Learning (UDL)
Katie Richards – Director of Student Success
Chris Gonnella – Director of Instructional Design and Technology
Joseph Mehus – Assistant Professor of Biology

4. Many Sources Available: Americans with Disabilities Act (ada.gov), University of
Washington’s Do-It program, The World Health Organization, WebAIM
We need to understand what it means for
something to be accessible and what
barriers to accessibility exist.
We need a common understanding of
what it means to be disabled.

5. Accessibility Regulations & Guidelines
 The Americans with Disabilities Act of 1990
 Title II – prohibits disability discrimination by public entities (local and state)
 Title III – prohibits disability discrimination by commercial entities and public
accommodations – equal enjoyment of goods, services, facilities etc.
 ADA Amendment Act in 2008 – gives civil rights protections to individuals with
disabilities and guarantees equal opportunity in public accommodations,
employment, education, etc. The ADA redefined what it means to be disabled. More
people are protected under federal nondiscrimination laws.
 The Rehabilitation Act of 1973
 Section 504 – equal access for people with disabilities
 Section 508 amendment in 1998
 Mandates that federal agencies make electronic information accessible to members of the
public and employees with disabilities.
Universities are federally required to make
accommodations for disabled individuals.

6. “
”
A person who has a physical
or mental impairment that
substantially limits one or
more major life activities…
Definition of Disability
American’s with Disabilities Act (ADA)

7. Types of Disabilities
 Cognitive or Learning Disabilities – Example: Dyslexia, traumatic brain injuries,
autism.
 Access Barrier: Timed participation may be difficult
 Auditory Disabilities – Example: mild, moderate, severe, or profound hearing loss
 Access Barrier: Videos may lack captions.
 Visual Disabilities – Example: low vision, color blindness, legal blindness
 Access Barrier: Web sites and electronic documents may not be accessible by keyboard.
Videos may lack audio descriptions.
 Motor Disabilities – Example: Arthritis, muscular dystrophy, spinal cord injury
 Access Barrier: websites with user interfaces that require small buttons
 Invisible Disabilities – Example: Anxiety, depression, bipolar disorder, PTSD
 Access Barrier: Need different levels of support on different days.

8. “
”
Access Barriers are factors in a person’s
environment that, through their absence or
presence, limit functioning and create disability.
These include aspects such as:
• A physical environment that is not accessible
• Lack of relevant assistive technology (assistive,
adaptable, and rehabilitative devices).
• Negative attitudes of people towards disability,
services, systems and policies that are either
nonexistent or that hinder the involvement of all
people with a health condition in all areas of life.
Definition of Access Barrier
The World Health Organization (WHO)

9. “
”
Accessibility describes whether
a product or service can be
‘accessed’ by people with
disabilities.
(in some cases, the definition includes
people with all abilities).
Definition is a compilation

10. Just as physical barriers exist in our
physical environment…

11. Curricular barriers exist in our
instructional environments.

12. “
”
The design of products and
environments to be usable by
all people, to the greatest
extent possible, without the
need for adaptation
[modification] or specialized
design.
Definition of Universal Design
The Center for Universal Design in Education (UDE)

13. What is modification?
…change WHAT the student learns
…can give the student an advantage over
other students,
…means altering a fundamental aspect of the
course
…could weaken academic rigor

14. Reasonable Accommodations
Are provided to ensure equal access to
opportunity.
Unreasonable Accommodations
Poses a direct threat to the health or safety of
others
Makes a substantial change in the essential
element of the curriculum
Makes a substantial alteration in the manner in
which the service is provided
Poses an undue financial or administrative burden
burden

15. “
”
Benefits all students
including those with
disabilities and
extraordinary abilities.
Description of Universal Design for Learning (UDL)
The Center for Universal Design in Education (UDE)

16. UDL is a design framework
A set of principles for curriculum
development that give all individuals
equal opportunities to learn
UDL is a flexible approach that can be
customized and adjusted for individual
needs.
Because no two learners are alike

18. …but not others
Tactile paving makes access equal

19. Benefits
all
people

20. Benefits
all
people

21. Examples of
Curricular
Barriers
Potential Barriers Challenges and Opportunities Consequences and Results

22. Benefits all
students
including those
with disabilities
and
extraordinary
abilities.
Potential Barriers Challenges and Opportunities Consequences and Results

23. Benefits all
students
including those
with disabilities
and
extraordinary
abilities.
Potential Barriers Challenges and Opportunities Consequences and Results

24. “
”
Deliberate design for
variability to give equal
access to learning

25. Provide Multiple Methods of …

26. CAST (2011). Universal Design for Learning Guidelines version 2.0. Wakefield, MA: Author.
Three primary principles guide UDL

27. “
”
Deliberate design for
variability to give equal
access to learning

28. Questions?