Universal Design and Universal Design for Learning

Universal Design and Universal Design for Learning

What is UD?• Usable by all people

to the greatest extent possible without the need for adaptation or special design

• Accessible to everyone from the beginning

• Just plain good design

UD is not the same as the ADA

• ADA is just the beginning

• ADA is the minimal requirement to satisfy a law

• UD is cost effective• Japan & Germany• International

Convention on the Rights of Persons with Disabilities

It is a philosophy and solution for largescale change.

Variability• Gilbert Daniels study 60 years ago…• U.S. Navy– 4000 pilots– 10 points of comparison– number of average pilots?Solution:

Design to the Edges

Design to the Average - Not

A Spectrum• Everybody is on a

spectrum of ability• UD proposes that

the environment or situation can create the disability

7 Principals of Universal Design

• Equitable Use• Flexibility in Use• Simple and Intuitive Use• Perceptible Information• Tolerance for Error• Low Physical Effort• Size and Space for Approach and Use

UD in Academic Settings• 5 Areas to think about– Physical Space– Services– Instruction– Information– Technology

Physical Space• Third Place– Not home or dorm– Not school or classroom– Not work

• Community– Social Offerings– Openness - how welcoming the space is– Aesthetics – physical beauty

Space that creates community

Make furniture

mobile and changeable.

Wheels are good.

Choices and variety to address all users needs

Lighting• Behavior can be influenced by lighting– Walmart– Bars

• A combination of sources can be effectiveFor instance, dimmable leds are cool, cheap and flexible

People like to know where they are

Wayfinding and clear signage

Environmental Cues• Sounds - chimes• Smells – Staff room coffee• Textures – change in floor surface• Colors – follow lines on floor to

destination

• Engage all the senses

Services

Áras Contae an Chláir

Perceptible Information: Good signage is key

Staff Awareness• Staff training in appropriate language• Public service philosophy• Understanding of accommodations

and where to find appropriate information

Materials• Pictures in publications and websites

that include people with diverse characteristics

• Materials that are easy to reach, not blocked by furniture

• Don’t shelve to the top or the bottom• Aisles wider than the ADA requires

make it easier for everyone • Publications in diverse formats

Information• Caption videos– Magpie and Youtube

• Alt text on images on websites• Comfortable access to computer for left and

right-handed people• Adjustable height table/chairs• Software compatible with assistive

technology• Program websites appropriately (CSS not

tables)

Technology• Tech landscape is

changing (Desktop ->Laptop ->Tablet)

• Accessibility is often built in but must be enabled

• Formerly special has become mainstream (Siri, DragonDictate)

Instruction

New models of teaching• On demand learning

• Flipped classroom– Advantage for AT users who can use

their own equipment at home

Learning• Visual-Spatial- video• Bodily-Kinesthetic-alt.seating, 3D objects,

dance• Auditory—podcasts, audiobooks• Logical-Mathematical--gaming• Musical—rhythm and sound- background

music• Intrapersonal—interacting with others• Interpersonal—knowing oneself• Linguistic—poetry, stories

Accommodations• Deaf

Accommodations– Texting – Vlogging– Video Conferencing

• Blind Accommodations– Seeme app– 3D printing

• Cognitive Accommodations

– App to demonstrate what autism is like

– Apps to help executive function and focus• Evernote• Freemind

• Multiple delivery methods for all– Audio– Print– Braille

CAST• Center for Applied Special

Technology

http://www.udlcenter.org/National Center for Accessible Design

NIMASNational Center on Accessible Instruction Material

http://aim.cast.org/

National Center for Accessible Media

http://ncam.wgbh.org/

Close CaptioningAudio DescriptionMagpie

IHCD• Institute for Human

Centered Design

http://humancentereddesign.orghttp://www.ted.com/talks/chris_downey_design_with_the_blind_in_mind.html

Chris Downey

Mass Board of Library Commissioners• The Library Services and Technology

Act (LSTA)• Letter of intent due by December 5th

for 2015

• Must have an annual plan on file• Not restricted to “Defined” grant

areas – there is an open grant format possible

W3CWorld Wide Web ConsortiumResource for web accessibility standards and tools

MassMatch.orgMaximize Assistive Technology (AT) in Consumer's Hands

School Resources

Equitable Use

• Useful to people with diverse abilities• Provides same means of use for all

users• Avoids segregating or stigmatizing

users• Provisions for privacy, security and

safety for all• Design is appealing to all users

Flexibility in Use• Design accommodates a wide range

of individual preferences and abilities• Provides choice in methods of use• Accommodates right and left-handed

access and use• Facilitates users accuracy and

precision• Provides adaptability to user's pace

Perceptible Information• The design communicates necessary information

effectively to the user, regardless of ambient conditions or the user's sensory abilities

• It uses different modes (pictoral, verbal, tactile) for redundant presentation of essential information

• It provides adequate contrast between essential information and its surroundings

• It maximizes legibility of essential information• It makes it easy to give instructions or directions• It provides compatibility with a variety of techniques

or devices used by people with sensory disabilities

Simple and Intuitive Use• Use of the design is easy to understand, regardless

of the user's experience, knowledge, language skills, or current concentration level

• It eliminates unnecessary complexity• It is consistent with user expectations and intuition• It accommodates a wide range of literacy and

language skills• It arranges information consistent with it's

importance• It provides effective prompting and feedback

during and after task completion

Low Physical Effort• The design can be used efficiently

and comfortably with a minimum of fatigue

• It allows user to maintain neutral body position

• It uses reasonable operating forces• It minimizes repetitive actions• It minimizes sustained physical effort

Tolerance for Error• The design minimizes hazards and averse

consequences or accidental or untended actions• It arranges elements to minimize hazards and

errors, most used elements, most accessible, hazardous elements eliminated, isolated or shielded

• It provides warnings of hazards or errors• It provides fail-safe features• It discourages unconscious action in tasks that

require vigilance

Size and Space for Approach and Use

• Appropriate size and space is provided for approach, reach, manipulation and use, regardless of user's body size, posture of mobility

• It provides a clear line of sight to important elements for any seated or standing user

• It makes reaching all components comfortable for any seated or standing user

• It accommodates variation in hand and grip size• It provides adequate space for the user of

assistive devices or personal assistance