Universal Design: Creating an Inclusive Learning Environment in Higher Education

Universal Design: Creating an Inclusive

Learning Environment in Higher Education

Dr. Susan Asselin

School of Education

Virginia Tech

Conference on Higher Education Pedagogy

February 9, 2012

1Universal Design - Asselin Virginia Tech

GoalGoalProvide research based

strategies to improve accessibility of instruction and curriculum for increasingly diverse students


ObjectivesObjectives

Understand challenges faced by students with diverse learning needs

Provide an overview of universal design (UD)

Apply universal design principles to instructional practices

Evaluate accessibility of tests and course syllabi


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AEE

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UD

Universal Design Faculty Initiative

This week..This week..

Universal Design - Asselin Virginia Tech 4

Universal Design (UD)Universal Design (UD)What is it??


6

In this test DO NOT READ the words, say aloud the COLOR of each word.

YELLOW BLUE ORANGE

BLACK RED GREENPURPLE YELLOW RED

ORANGE GREEN BLACKBLUE RED PURPLE

GREEN BLUE ORANGE

Universal Design - Asselin Virginia Tech

What do you What do you see?see?

BeautyUgly


Can you “read” this ?Can you “read” this ?A word cousistsfoa sericsto graqhicsyndolsin space that have neamimgwhema seniesof soubsare limkedotthem in the propcrorber. Whaisineebedotread a wrod? What tiall doilsbownto siorpauization—sortimgont…differertiatimg…renemderimg…integnating


Why can you “read” this ?Why can you “read” this ?

A word consists of a series to graphic symbols in space that have meaning when a series of sounds are linked to them in the proper order. What is needed to read a word? What it all boils down to is organization, sorting out, differentiating, remembering, integrating and translating.


Diversity includes…Diversity includes…

Ethnic, racial & religious minorities

International and non-native speakers

Physical, sensory, psychiatric & cognitive abilities

Religion, age, gender

Different learning styles

Non-traditional students


Learner DiversityLearner Diversityvision emotions perception

processing attention motivation

motor organization verbal

language physical listening

writing hearing anxiety

comprehension math

culture listening


CognitionCognition Information processing External and internal

stimuli Long term memory

◦ Prior knowledge Short term memory

◦ declarative and procedural knowledge

Executive memory or metacognition

◦ evaluation and action


Students with DisabilitiesStudents with Disabilities



Ethnic Growth RateEthnic Growth Rate



Need for a New ParadigmNeed for a New Paradigm

Provide equitable access to instruction in order to address:

Increased diversity in the student population

Faculty concerns about accommodations


UD in ArchitectureUD in Architecture

making products, built environment,communications,usable and

accessible

NCSU, 1997


UD in InstructionUD in Instruction

The basic premise is that curriculum should include alternatives to make instruction accessible to all students regardless of background, learning style, or ability.


Architecture to LearningArchitecture to Learning


Universal Design (UD) in Universal Design (UD) in InstructionInstruction

An approach to teaching that:

Anticipates and welcomes diversity

Promotes the proactive design

Uses inclusive instructional strategies


Universal Design for Universal Design for LearningLearning

Multiple and Flexible

RecognitionStrategicEngagement

◦ CAST


UD PrinciplesUD Principles

1. Equitable use2. Flexibility in use3. Simple & intuitive4. Perceptible information5. Tolerance for error6. Low physical effort7. Size and space for use8. Community of learners9. Instructional climate


UD Guiding PrinciplesUD Guiding Principles1. Equitable Use

equivalent means

2. Flexibility in Usewide range of abilities

3. Simple & Intuitivestraightforward and predictable

4. Perceptible Informationcommunication received

5. Tolerance for Erroraccidental or unintended actions


UD Guiding PrinciplesUD Guiding Principles

6. Low Physical EffortComfort and efficiently

7. Size and Space for Usereach, approach, manipulation

8. Community of Learnerscommunication and the exchange of ideas

9. Instructional Climatewelcoming and inclusive


Student Concerns :Student Concerns :Learning Environment at VT Learning Environment at VT

Accessibility – physical access, accessibility of texts and materials, etc.

Unclear expectations about coursework and learning

Variety in teaching styles

Stigma attached to a disability and self-disclosure

Lack of faculty awareness of disabilities and accommodations


VT UD InitiativeVT UD InitiativeWorkshop series One aspectTests Presented specific strategies AssistanceInterviewed students

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ADA --- C

AEE --- --- CEUT --- SSD -----

UD

Universal Design Faculty Initiative

Universal Design - Asselin Virginia Tech

Challenges in TestingChallenges in Testing Comprehension of items or

directions Processing auditory information Visual processing Environmental ambience Time constraints Anxiety Embarrassment


UD Application in TestingUD Application in Testing

Meant to: Remove barriers Increase validity

Not Meant to: Decrease rigor Change content


UD and Test DesignUD and Test Design

Simple, Intuitive DesignConsistency, arrangement, language, visuals, streamline, headings, symbols and numbers, concrete, clear directions

Perceptible InformationContrast, legibility, clear graphics, soft colors, white space , font, font size, correct grammar and spelling

Tolerance for ErrorAccessibility, warnings, fail safe, sticky keys, drafts, un-timed, pace, transfer answers, transfer to scratch paper

Low Physical EffortBody position, repetitive or operating, distractions, desk size




Student FeedbackStudent Feedback

“Questions easier to read and understand”

“Easier to compare answers”“Faster completion of test”“Easier to understand and narrow

down correct answer”“Test set up in a way so it was

easy to take and understand”


Application to SyllabiApplication to SyllabiEquitable usevaried ways to contact instructor choices in assignmentsFlexibility in use hard copy and electronic documentsavailable in 16 pt font or larger if neededSimple & intuitiveobjectives, assignments & assessment linkedcalendar for due dates and eventsavoid acronyms, abbreviationsPerceptible informationmultiple formats – audio, font sizes, captioned, sans serif font


SyllabiSyllabiTolerance for errorcriteria and clarification, drafts and revisionsLow physical effortmultiple ways to submit assignmentsSize and space for useclassroom setting, audio-visual featuresCommunity of learnerspeer groups, links to student services, value open exchange and respectInstructional climateaccessible to students, accommodation statement


Sample StatementSample Statement"If you need adaptations or

accommodations because of a disability (learning disability, attention deficit disorder, psychological, physical, etc.), if you have emergency medical information to share with me, or if you need special arrangements in case the building must be evacuated, please make an appointment with me as soon as possible. My office location and hours are….. "


“Learners will always need some accommodations, but through the application of universal design, diverse learners can be more successful and in the long run we can be more effective instructors”

VT Faculty Member


UD Resources

The National Clearinghouse on Postsecondary Education for Individuals with Disabilities www.heath.gwu.edu

DO-IT: University of Washington www.washington.edu/doit/Faculty/

Center for Applied Special Technology (CAST) www.cast.org

Center for Universal Design www.design.ncsu.edu/cud/


Questions???Questions???


Documents

Universal Design: Creating an Inclusive Learning Environment in Higher Education