Please check, just in case…
APA Tip of the Day: Type Style
“The preferred typeface for APA publications in
Times New Roman, with 12-point font size. A
serif typeface, ‘with short lines projecting from
the top or the bottom of a mainstroke of a
letter’ (Chicago Manual of Style, 2003, p. 837),
is preferred for text because it improves
readability and reduces eye fatigue” (APA,
2010, pp. 228-229).
APA Example
Serif Type Style examples:
• Times New Roman
• Courier
Sans Serif Type Style examples:
• Arial
• Century Gothic
Announcements
1. Look over the upcoming assignments to see
how you can make the homework most
effective for your upcoming work in this class.
2. The plagiarism certificate is due next class.
3. 559 students must have a current background
check on file – it is a COE requirement for
classes with field-based assignments. Go to
the UNM Field Services Office to get the
paperwork. Due no later than by 6th class
session.
4. Handout needed for next week’s class. Go to
the class outline on the UNM course website.
Questions,
quandaries,
concerns or
complaints?
CURRICULUM DESIGN– UD AND
SPECIAL EDUCATION
June 8, 2017
Today’s Readings: Orkwis & McLane (1998);
Acrey, Johnstone, & Milligan (2005); Hill & de
Valenzuela (2004)
Video
https://www.youtube.com/watch?v=PTpQYDTgq7E
Think, Write, Pair, Share
• Write down all of the ways you or someone
you know are or have been outside of the
“average” and haven’t “fit” in your
environment. (We’ll use this list later so keep
it in your notes)
• Pair with a partner to discuss how not “fitting”
impacted you or someone you know.
• Share with the class one example.
“Universal design is the design of
products and environments to be
usable by all people, to the
greatest extent possible, without
the need for adaptation or
specialized design.”
–Ron Mace
(NC State University, The Center for Universal Design, 1997,
http://www.design.ncsu.edu/cud/univ_design/ud.htm)
History
• Originated in architecture in the
1970s.
• Section 504 of the Rehab Act, 1973 –
accommodations
• Americans with Disabilities Act of
1990 – accessible, inclusive
• Expanded to curriculum design
“The intent of universal design is to
simplify life for everyone by making
products, communications, and the
built environment more usable by as
many people as possible at little or no
extra cost. Universal design benefits
people of all ages and abilities.”
(NC State University, The Center for Universal
Design, 1997, http://www.
design.ncsu.edu/cud/univ_design/ud.htm)
7 Principles of Universal Design:
1.
2.
3.
4.
5.
6.
7.
Equitable Use
Flexibility in Use
Simple and Intuitive Use
Perceptible Information
Tolerance for Error
Low Physical Effort
Size and Space for Approach and Use
Equitable Use
• Provide the same means of use
• Avoid segregation or stigmatizing
• Make the design appealing to
everyone
Share teaching examples
Flexibility in Use
• Provide choice in methods
• Provide adaptability to the student’s
pace
Share teaching examples
Simple and Intuitive Use
• Eliminate unnecessary complexity
• Be consistent with expectations and intuition
• Arrange information consistent with its
importance
• Provide effective prompting and feedback
during and after task completion
Share teaching examples
Perceptible Information
• Use different modes (visual, verbal, tactile)
for redundant presentation of essential
information
• Provide adequate contrast between essential
information and its surroundings
• Differentiate elements
Share teaching examples
Tolerance for Error
• Minimize hazards and adverse
consequences of accidental or
unintended actions
• Provide fail safe features
• Discourage unconscious action in tasks
that require vigilance
Share teaching examples
Low Physical Effort
• Design efficiently and comfortably
with minimal fatigue
• Allow students to maintain neutral
body position
Share teaching examples
Stop and Smell the Roses…
5 minutes
Small Group Activity
Compare the two frameworks for
considering alternative paradigms
from Shaw, McGuire, and Scott (2004).
Discuss how these
definitions impact
how we teach and
assess students.
Quick Write:
Universal design (UD) has been suggested
as a means of ensuring educational
equity for students from diverse
backgrounds, in addition to use with
individuals with disabilities. In what ways
do you think UD could be used to support
the participation of culturally and
linguistically diverse (CLD) students?
Universal Design for Learning (UDL)
UDL shifts old
assumptions
about teaching
and learning in
four fundamental
ways.
“The principles of universal design
place responsibility for making
curricula, materials, and
environments accessible to and usable by all
students upon the teacher and the school. As
educators, we need to consider ways to make
education more convenient for time-pressed
students, more comfortable for people from
diverse backgrounds, and more flexible for
persons having different learning styles.”
Bowe, as cited in Universal Design Education Online, 2002-2003,
http://www.udeducation.org
Shifting Assumptions:
1. Students with disabilities fall
along a continuum of learner
differences rather
than constituting a
separate category.
Shifting Assumptions:
2. Teacher adjustments for learner
differences should occur for all
students, not just
those with
disabilities.
Shifting Assumptions:
3. Curriculum materials should
be varied and diverse
including digital and online
resources, rather than
centering on a
single textbook.
Shifting Assumptions:
4. Instead of remediating
students so that they
can learn from a set
curriculum, curriculum
should be made flexible to
accommodate learner
differences.
“The central practical premise of UDL
is that a curriculum should include
alternatives to make accessible and
appropriate for individuals with different
backgrounds, learning styles, abilities, and
disabilities in widely varied learning contexts. The
"universal" in universal design does not imply one
optimal solution for everyone. Rather, it reflects an
awareness of the unique nature of each learner
and the need to accommodate differences,
creating learning experiences that suit the learner
and maximize his or her ability to progress.”
(CAST, 2003, http://www.cast.org)
UD and Educational Equity
“Implementation of UID [Universal
Instructional Design] eliminates the need to
qualify as a member of a protected class to get
accommodations and thus avoids the question
of legal definitions of who is and is not
deserving of accommodations. UID thus has
significant implications for eliminating notions
of merit, and focuses rightfully on fulfilling the
institution’s commitment to offering equitable
learning opportunities for all students.”
(Hackman & Rauscher, 2004, p. 119)
Pliner and Johnson (2004)
also argued that “at its core,
UID [Universal Instructional
Design] calls for equity and
inclusiveness in education”
(p. 107).
Small Group Discussion
Provide examples of how you can provide
multiple means of representation,
expression, and engagement to provide
access to culturally and linguistically
diverse students in the classroom.
Prepare to share a few examples with the
class.
Looking ahead…
Topic: Curriculum design – backward design
and differentiation/UDL
Read: Wiggins & McTighe (2005) chapter 1 and
CAST (2011) – bring a copy to class.
Please take a
minute for the
minute paper.
And don’t forget to turn
your phone back on.