SPEED DATING...
OOPS...SPEED UNIVERSAL DESIGN FOR
LEARNING (UDL)!
Sherri Parkins
Counselling and
Accessibility Services
HOW SPEED UDL WORKS…
 Meet the 7 principles of Universal Design for
Learning
 Pick up practical applications of the 7
principles of UDL
 Develop UDL etiquette on representation,
expression and engagement.
 Live happily ever after!
UNIVERSAL DESIGN:
• Ron Mace, an architect with physical
disability, from the Center for Universal
Design in Raleigh
• Roots are architecture and product
development
• Provides accessibility for all to buildings,
work/school, and products
• Eliminates the need for retrofitting!
• We all benefit
WHY UDL?
SENECA’S PROFILE….
 Diverse!
 26,500 full-time students and 70,000 part time
 12 Degrees, 64 diplomas, 23 advanced diplomas,
22 certificates, 29 post-graduate certificates,
 Over 130 countries represented,
 About 40% of students are English Additional
Language Learners
 1/3 are first in their family to pursue PHS
education
 >80% work part time
Seneca at a Glance. (2015, September 28). Retrieved September 28, 2015, from https://inside.senecacollege.ca/marketing/brand/seneca-at-a-glance.html
SENECA’S PROFILE + DISABILITY
 Canadian Survey on Disability (CSD) 2012:
13.7%, reported having a disability
Disability in Canada: Initial findings from the
Canadian Survey on Disability. (2013, March 12). Retrieved September 28, 2015
 18% of college students accessed counselling in
2010-11
J. Lees, P. D. (2012). An Analysis of Counselling Services in Ontario Colleges, Initial Report.
 In 2014 Seneca’s Counselling and Accessibility
Services saw 2,800 students
WHY?
 The Ontario Human Rights Commission:
“Structure and design for inclusiveness…avoid creating
barriers… this approach is called universal design”
(Guidelines on Accessible Education. (2004) (1st ed., p. 9). Retrieved from chromeextension://mloajfnmjckfjbeeofcdaecbelnblden/http://www.ohrc.on.ca/sites/default/files/attachments/Guidelines_on_accessible_education.pdfpg.
 Ontario Human Rights Code:
“the basic parameters of the relationship between the
Ontario Human Rights Code and the AODA: if there is any
conflict with an AODA standard and another piece of
legislation, the provision with the highest level of
accessibility shall prevail”.
Ontario Government (2015). The Ontario Human Rights Code. Retrieved from ontario-human-rights-code
1: EQUITABLE USE
 The design is useful to people with diverse
abilities. Provide the same means of use for all
students; identical whenever possible,
equivalent when not.
 Blackboard can be accessed at home, in a
hospital, or another location for students who
can’t be in class. Information can be accessed
by students with low vision or reading difficulties.
 Use of Read and Write Gold
 Service desks at seated level
ACTIVITY..
2: FLEXIBILITY IN USE
The design accommodates a wide range of
individual preferences and abilities.
 Equipment for both left and right-handed
students
 Choices in writing instruments
 Ability to hear, see, do
ACTIVITY FOR WRITING TOOLS
Remember to…




3 : SIMPLE AND INTUITIVE
Instruction is designed in a straightforward
and predictable manner, regardless of the
student's experience, knowledge,
language skills, or current concentration
level.
Eliminate unnecessary complexity.
Use pictures/symbols/words for access.
Simulations program that adjusts for ability
levels.
ACTIVITY: DEMONSTRATE
PREDICTABLE
 On the back of your name tag write
1. What your week by week, reading and
assignments schedule is called
2. Where is it posted?
Predictable…..
4 : PERCEPTIBLE INFORMATION
 Instruction is designed so that necessary
information is communicated effectively to the
student, regardless of ambient conditions or the
student's sensory abilities.
 Clear expectations
ACTIVITY FOR SIMULATED HEARING
 Simulated Learning Experience
 Posting PowerPoints…
5: TOLERANCE FOR ERROR
 Instruction anticipates variation in individual
student learning pace and prerequisite skills
 Hazards, warnings, unconscious actions
protected
 Scaffolding
 Examples:
• A program that provides guidance when the
student makes an inappropriate selection.
• “Undo” !
ACTIVITY
 Consider an example at Seneca
6 : LOW PHYSICAL EFFORT
 Minimize nonessential physical effort in order to
allow maximum attention to learning.
 Marking… Use of autocorrect
 Troubleshooting hint card attached to equipment
reduces repeated manipulation of instruction
manuals
Note: This principle does not apply when physical
effort is integral to essential requirements of a
course.
ACTIVITY: IDENTIFY REPETITIVE TASK
 Can you identify a repetitive task and a
solution?
7 : SIZE AND SPACE FOR APPROACH AND
USE
 Consider approach, reach, manipulation, and
use regardless of the user's body size, posture,
or mobility.
 Lab example: An adjustable table/bed/work area
that is usable by students who are right- or lefthanded and have a wide range of physical
characteristics and abilities.
 Chairs
 Algonquin has an goal over the past few years to
have a height adjustable table in each
classroom as part of their AODA complinace