Dr. Estela Landeros Dugourd
Director of Disability Services
Nan Peck
Assoc Prof Communication Studies
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Expectations
Honoring Our Differences
What is Universal Design for Instruction?
Seven Principles of UID
How can UID help us in our teaching?
Practical Applications
Evaluation
On a scale of 0-10, how much do you
already know about UDL/UDI?
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Fleming’s VARK (Visual, Auditory,
Reading/Writing, Kinesthetic)
Kolb learning preferences
Jung’s MBTI
Gardner’s Multiple Intelligences
Howard Gardner, 1983
http://www.connectionsacademy.com/Libraries/blog/multiple-intelligences-learning-styles.jpg
Age
Gender
Ethnicity
Socioeconomic
Citizenship
English fluency
Math fluency
Testing competency
What else?
UD, UDL and UID Principles
• UD
• UDL
• UID in Higher Education
Provide Multiple Means of
Representation
Provide Multiple Means of Action and
expression
Provide Multiple Means of Engagement
Perception
Physical action
Recruiting interest
Language, expressions, and symbols
Expression and communication
Sustaining effort and persistence
Comprehension
Executive function
Self-regulation
Rose, D ( 2011) CAST, Universal Design for Learning Guidelines version 2.0. Wakefield, MA
UID ADA
UDL
ADA
UDL and UID
Assures accommodations for students with
disabilities one at the time
Barrier-free
Fewer individual accommodations needed
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Reflection Paper: 2 minutes
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What is the most interesting or important thing you
have learned so far?
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Any muddy points?
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Talk with a neighbor (2 minutes)
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Share highlights with the group
Activity 1
EnACT Questionnaire
http://www.uoguelph.ca/tss/uid/uidprinciples.cfm
Principle 1
Be accessible and fair
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Is it likely that my students will have
difficulty accessing course materials or
participating in any essential activities
related to class?
Principle 2
Be Straightforward and Consistent
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Are there any major areas of confusion
among course objectives and/or how the
course is presented and goals evaluated?
Activity 2
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Evaluating your Syllabus
Examine Your Own Syllabus
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Read an element (row) of the UDL Syllabus
Rubric
Analyze your syllabus for that element
Repeat for each Rubric element (15 min total)
Give yourself a rating and list any comments
We will then put you into pairs for discussion
We will then debrief with voluntary sharing
We will then look at some outside examples
Traditional
Style
Engaging
Syllabus
Activity 3
Principle 3
Provide flexibility in use, participation,
presentation, and evaluation
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Does this course offer enough choices in
how it is presented so they can, to a
reasonable extent, approach the course in
a way that suits their needs and abilities?
Based upon Bloom’s Taxonomy
Remembering
Flash cards
Understanding
Classify
Applying
Blog
Analyzing
TED talk
Evaluating
Debrief
Creating
Team video
performance
IF-AT quiz
Match
Game
Presentation
StoryCorps Body
Voting
This I
Believe
Jeopardy
Essay
Mind Map
Field trip
Poster
Wiki
Family
Feud
Annotate
Journal
Case study
Debate
Podcast
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https://www.diigo.com/about
https://www.diigo.com/user/estelald
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Symbaloo
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LiveBinders
Textbooks
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More demand for electronic format
More demand for accessible text
More open source texts being
developed
More content in electronic format
Is technology necessary to implement a
universally designed environment?
Rewriting text books digitally
Activity 4
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The Spy Quiz
Principle 4
Be explicitly Presented and
Readily Perceived
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Are there any barriers to students receiving or
understanding the information and resources
needed to succeed in this course?
I have a graphic, now what?
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First, figure out the purpose of the graphic
What does the graphic convey?
How much is the purpose of the graphic
informational? How much decoration?
Exercise 1
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In a book about exercise, this photo appears
at the beginning of a chapter on nutrition
Exercise 2
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Proper positioning of the cuff, stethoscope and arm
are important to accurate blood pressure readings.
The arn should be relaxed and straight, resting on a
flat surface. The cuff should be positioned just above
the elbow. The stethoscope should be positioned over
the brachial artery at the bend of the elbow. See
example for proper technique.
Math example
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The graph of a Gaussian function is a
characteristic symmetric “bell curve”
shape that quickly falls off towards
plus/minus infinity
Tactiles needed
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STEM subjects
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Charts and graphs
Molecular structures
Circuits and vectors
Diagrams of systems
Flowcharts
http://mediamill.cla.umn.e
du/mediamill/display/7082
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Hidden Disabilities
ADHD/ADD
Learning Disabilities
Developmental Reading Disorders
Developmental Delays
Dyslexia
Autism Spectrum Disorders
Traumatic Brain Injury/Closed Head Injury
Medical Concerns
Psychological or Psychiatric Disorders
Source: Tutoring Duluth
Is technology necessary to implement a
universally designed environment?
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Note Taking
Carbonless paper
Digitally tape recorder and transfer notes
electronically
Digital note taking writing tablet
Note taking apps
Use of MS Word comments
Activity 5 – Dyslexia
You have 40 seconds to read the following:
“Moud a text-ouly sight bee ideale for soweoue mith a
reabing bisorber? Harblee. Iwages are uot dab for
accessabilledea. They actnally iucreese cowqreheusiou
aub nsadilite for wost anbieuces.
Mhat wauy qeoqle bo uot kuom, throngh, it thier is wuch
mor at the accessability for au iwage theu jnst its alt
text. Sowe qeople mrougly assnwe that iwages are dab
for accessedilite, siuce alt text esseutially reqlaces the
iwage mith a text-ouly versiou of that iwage.”
Bye Panl Bohwau
Source: WebAIM Dyslexia Simulation
Now answer these
questions…
1) Why are images good for web
accessibility?
2) Who would be negatively impacted by
a text-only site?
Source: WebAIM Dyslexia Simulation
The Unmodified Paragraph
“Would a text-only site be ideal for someone with a
reading disorder? Hardly. Images are not bad for
accessibility. They actually increase comprehension
and usability for most audiences.
What many people do not know, though, is there is
much more to the accessibility of an image than just its
alt text. Some people wrongly assume that images are
bad for accessibility, since alt text essentially replaces
the image with a text-only version of that image.”
By Paul Bohman
Source: WebAIM Dyslexia Simulation
Is technology necessary to implement a
universally designed environment?
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Digital books
Text to speech software programs
Voice over on iPad or other tablets
Zoom Text
Jaws
Principle 5
Provide a supportive learning
environment
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Will students feel respected as
individuals, welcome to express their
thoughts and able to explore new ideas?
Laurentius de Voltolina
Not much has changed…
http://science.nd.edu/assets/81339/big_classroom_s
creens.jpg
Laurentius de Voltolina
2nd half of 14th Century
School of Bologna
Things you can do immediately
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Design
Delivery
Materials
Environment
Source: http://www.coles.uoguelph.ca/TSS/instructional_design/checklist.aspx
Principle 6
Minimize unnecessary physical
efforts or requirements
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Are there any physical challenges in this
course that can be removed?
Principle 7
Ensure a learning space that
accommodates both students and
instructional methods
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Is it likely that students will find any of the
materials, activities, or evaluation tools in
this course to be inappropriate or
unsuitable?
21st Century Communications and Video
Accessibility Act (CVAA)
Passed by Congress during 1980s and 1990s to
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Update nation’s telecommunications
protections for people with disabilities.
Ensure telephone/television services
accessible to all Americans with disabilities.
Enable people with disabilities to access
broadband, digital, and mobile innovations.
Key Requirements - Title II of CVAA
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Closed captioning of video programming on TV and the Internet.
Expanded requirements for video programming equipment displaying
closed captions.
User controls for TV/other video programming devices to be accessible
(e.g., button, key, icon) to easily activate closed captioning and video
description.
On-screen text menus/program guides displayed on TV by set-top
boxes be accessible to people who are blind or visually impaired.
Set-top boxes with button, key, icon, or comparable mechanism to allow
easy activation of closed captioning (when built-in to the set-top box)
and video description.
CVAA
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(continued)
Title I of CVAA addresses communications
access to products/services using
Broadband fully accessible to people with
disabilities.
Example: Smartphones
Title II of CVAA addresses accessibility of
video programming on television/Internet to
people with disabilities.
Example: Television closed-captioning
Captioning
www.lynda.com
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Drawing Conclusions on UID
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Read an Article and reflect
What have you learned today?
How will you use this information in
your (online) classroom?
References & Resources
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Rose, D. & Meyer, A. (2002) Teaching Every Student in the Digital Age:
Universal Design for Learning. ASCD
Meyer, A., Rose, D., Gordon, D. (2014) Universal Design for learning, Theory and
Practice. CAST
Universal Instructional Design, Implementation Guide (2003). University of Guelph,
Guelph, ON, Canada: http://www.uoguelph.ca/tss/projects/uid/UG16implementation%20guide.pdf
UID Quick Start Check List :
http://www.coles.uoguelph.ca/TSS/instructional_design/checklist.aspx
Preliminary Assessment of Faculty Implementation of UDL En ACT: Ensuring
Access through Collaboration and Technology:
http://ctfd.sfsu.edu/sites/sites7.sfsu.edu.ctfd/files/Preliminary-Assessment-of-FacultyImplementation-of-UDL.pdf
References & Resources, cont….
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Related to tactile materials:
http://diagramcenter.org/standards-and-practices/accessible-image-sample-book.html
http://diagramcenter.org/webinars.html
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Tactile Ready made graphics:
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National Braille Press: www.nbp.org
Diagram Center http://diagramcenter.org
Talking Graphics:
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American printing House for the Blind: www.aph.org
Talking tactile tablet: http://www.touchgraphics.com
Guidelines for making tactile graphics:
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Bana Tactile Graphics Guidelines: http://brailleauthority.org/tg/index.html
Tactile Graphics website: http://www.tactilegraphics.org