Embracing Universal Design for Inclusive Education
Embracing Universal Design in education promotes designing products and environments usable by all, without the need for adaptation. It advocates for inclusion of all students, regardless of abilities or backgrounds. By being proactive, Universal Design saves time, ensures equal opportunities, and avoids desperate situations. A brief history of disability highlights the negative terminology used in the past, emphasizing the importance of inclusive practices.
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Universal Design Universal Design Planning for Success
Universal Design (UD) Universal Design (UD) The design of products and environments to be usable by all people, to the greatest extent possible, without the need for adaption or specialized design. Assistive Technology Act of 1998 a concept or philosophy for designing and delivering products and services that are usable by people with the widest possible range of functional capabilities All environments should be welcoming and inclusive of individual differences. In education this includes physical access, and accessible policies and procedures and curriculum. Plan for all students!
All Students Include All Students Include: : Older Students Students with Cultural Considerations Social/Economic Status Students with Disabilities Students with Sexual Orientation Considerations Students with Different Learning Styles Family Support/Involvement Ethnic Backgrounds COVID 19
Right now we find ourselves, building the airplane as we fly it! Right now we find ourselves, building the airplane as we fly it! Embracing Universal Design can help us be prepared! Online classes can have positives and negatives +s -s No classroom structure More personal responsibility Technology Testing Difficulty in accessing traditional supports Flexibility Intake Speed Technology Testing Fosters Independence
Universal Design means being proactive Universal Design means being proactive NOT NOT reactive. reactive. Saves Time Saves Money Ensures all students have an equal opportunity to participate and show their abilities. Avoids panic or desperate situations.
A Short Background History of Disability A Short Background History of Disability Disability terms were usually negative and limiting. - Deaf and Dumb - Retarded - Crazy - Wheelchair Bound - Confined to a Wheelchair - Crippled A Disability meant you couldn t do many things. Hitler, T4 Plan - Extreme example of negativity Section 504 Rehabilitation Act (1973) no otherwise qualified individual shall solely by reason of disability be denied the benefits of, be excluded from participation in, or be subjected to discrimination under any program or activity receiving federal financial assistance (Colleges!)
ADA ADA Americans with Disabilities Act 1990 Americans with Disabilities Act 1990 A person with a disability includes any person who: Has a physical, mental, or emotional impairment that limits one or more of such person s major life activities. Major Life Activities include learning. ADA impacted the workplace as well. Requires businesses to be accountable for being accessible and providing accommodations to workers. Accessible design for compliance is many times referred to as ADA-compliant.
Universal Design Benefits us all! Universal Design Benefits us all! Electric Door Openers Ramps Elevators Captioning Curb cuts
UD in the Classroom/Online UD in the Classroom/Online Take into consideration different learning styles: Visual Auditory Hands-on/Interactive Combinations of styles When planning your class, proactively address disability concerns: Films/Videos Explanation of Images Color Contrasts Curriculum Development Goals 1. Multiple means of representation 2. Multiple means of action and expression 3. Multiple means of engagement
Overall UD Considerations Overall UD Considerations Class Climate Value/respect diversity, equity, and inclusion. Interaction Multiple and Effective Interaction and Communication. Physical Environment and Products Facilities, activities, materials, equipment. Delivery Methods Use varied instructional methods, employ options for learning. Information Resources and Technology Ensure course materials and information resources are accessible for all students. Expectations Be clear with your class as to expectations of what they will learn/take away from the class. Feedback and Assessment Regularly assess students progress, adjust instruction if needed. Accommodations Work with Accessibility Services to assure equal opportunity.
Overall UD Considerations Overall UD Considerations ***Applying UD and utilizing accommodations does not lower quality or standards! Otherwise Qualified With, or without accommodations the student must meet class, program, and degree essential requirements and standards. (No extended time for CPR!) Reasonable accommodations Accommodation determined to be appropriate based on the student s personal disability, submitted documentation and disability impact. (Not necessarily what the student wants, but what they are entitled to.)
Accessibility Services Resources and Support Accessibility Services Resources and Support Assistance with planning/addressing potential disability considerations for students, faculty and staff Student s Academic Accommodations On-going Student Support Coordination with Community Agencies Accessibility Services Website Resources Interpreters/CART (Sign) Adaptive Technology - Smart Pen - Kurzweil - Dragon We don t say we can t, we try to see how we can! (A Blind student can become a high school math teacher)
Changes in Disability Populations in College Changes in Disability Populations in College Students on the Spectrum Students with Psychological/Emotional Disabilities Veterans/Veterans Families National Average 8-11% of the student population in college have disabilities
Disability does Disability does not not mean Lack of Abilities! mean Lack of Abilities! FDR, Stevie Wonder, Tom Cruise, Steven Hawking, Abraham Lincoln, Mary Tyler Moore, Winston Churchill, Whoopie Goldberg, Beethoven, Cher, Steven Spielberg, Anderson Cooper, to name a few. It s an investment in our collective future. Who knows what a student you are working with will accomplish? Be a part of a success story!
Resources Resources Resource Contact Information Accessibility Services JCC Bruce Pomeroy bepomeroy@johnstoncc.edu TART Bldg, D110 DO IT University of Washington http://www.Washington.edu/doit/Brochures/Academics/instruction.html *The Center for Universal Design in Education AHEAD www.ahead.org Association on Higher Education And Disability Center for Universal Design http://www.design.ncsu.edu/cud/ US Department of Education, Office for Civil Rights www2.ed.gov/about/offices/listocr/504faq.html
Questions??? Questions???
