Engaging Students with Disabilities through Universal Design for Learning

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Engaging Students with Disabilities through
Universal Design for Learning

• Margo Vreeburg Izzo, Ph.D.
• Nisonger Center
• izzo.1_at_osu.edu
• 614-292-9218

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Presentation Goals

• Provide a general overview of UDL
• Review the 7 principles of UDL
• 3. Share additional UDL resources

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Higher Ed Act 2008

• Universal Design for Learning means a
  scientifically valid framework for guiding
  educational practice that
• provides flexibility in the ways
• information is presented
• students are engaged
• students respond or demonstrate knowledge and
  skills

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UDL Defined in Higher Ed Act 2008

• reduces barriers in instruction,
• provides appropriate accommodations,
• supports, and challenges, and
• maintains high achievement expectations for all
  students, including students with disabilities
  and students who are limited English proficient.

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Faculty and TA SurveyNeed for Training, N271

• Universal Design (UD) was reported as the most
  preferred training method. Twenty-seven percent
  (27, N 57) of faculty reported UD as their
  first choice.
• Following UD in topic training preferences were
  Web Accessibility (WA) at 15 (N 33) and
  Distance Education (DE) at 11 (N 23),
  respectively.

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Universal Design
designing services and resources for people with
a broad range of abilities and disabilities.
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Faculty/TA Quotes

• When I hear someone has dyslexia, I have no idea
  what the individual deals with or what it means.
  I do not think many of us know much about
  disabilities.
• (CSCC faculty, personal communication, November
  12, 2000)

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Activity 1UDL Discussion Quiz

• The concept of Universal Design first originated
  from which of the following disciplines?
• Education
• Humanities
• Architecture
• Psychology

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Discussion Question

•  2. The majority of learners prefer to gain
  information using
• a. Kinesthetic methods
• b. Visual methods
• c. Multi-modal methods 
• d. Auditory methods

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People generally retain

• 10 of what they read
• 20 of what they hear
• 30 of what they see
• 50 of what they see and hear
• 70 of what they say
• 90 of what they do and say
• Conclusion Methods that stimulate the widest
  variety of senses will generally be the most
  effective instructionally Innovation Abstract,
  vol. No. 25
• Vernon A. Magnesen, author

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Recognition Network Brain Activity During
Reading- Energy is burning in Yellow Area Visual
Processing Occurring!
Source http//www.cast.org/teachingeverystudent/
ideas/tes/chapter2
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Discussion Question

• 3. Lectures are a frequently
• used method of instruction
• because it is one of the
• most effective methods of
• teaching.
• TRUE or FALSE

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Discussion Question

• 4. Over one million students
• with disabilities attend
• colleges and universities in the
  U.S.
• TRUE OR FALSE

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Postsecondary Education

• Over one million SwD are attending colleges (10
  of total population)
• OSU has over 2000 SwD on Campus
• Learning disabilities (33)
• Hearing impairment (12)
• Visual impairment (20)
• Speech impairment (5)
• Physical disability (12)
• Health impairment (18)

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Discussion Question

• 5. Using technology increases the
  universal
• design of your instruction.
• TRUE or FALSE

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Use Technology

• Computers and accessible digital materials
  provide access to the curriculum
• Assistive technology (text to speech speech to
  text, screen magnification, etc.)
• On-line dictionaries and help features
• Create course website with guided notes, course
  content, YouTube videos, audio files

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• Universal Design for Learning
• Elements of good teaching
• Definition
• Universal design is an approach to designing your
  teaching to benefit people of all learning styles
  without retrofitting.
• Course Delivery lecture, small group, etc.
• Materials Books, websites, handouts, etc.
• Assessments How you evaluate learning

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Universal Design
Universal Design does not remove academic
challenges it removes barriers to access.
Simply stated, Universal Design is just good
teaching.
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Course content offers various methods of
Representation Engagement Expression
Essential Qualities
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UDL Principle 1
1. Identify the essential course content
Specify learning objectives in Syllabus Highlight
learning objectives often during class
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UDL Principle 2

• Provide multiple representations
• Examples and non-examples of key concepts
• Podcasts
• Texts Literature
• Web Resources
• YouTube Videos
• Multiple Versions of Class Notes Posted by
  Students
• Lecture

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UDL Principle 3

• Provide multiple means of engagement
• labs
• active student responding using clickers or other
  strategies
• small group activities

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Active Student Responding

• Response cards e.g. colored paper, write on
  cards and Guided Notes
• Choral responding
• Hand-held electronic Clickers
• Bill Reay, Physics Professor at OSU reports
• Clickers used during Physics lectures improved
  student grades 10 - a full letter grade

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Mentoring Programs - Natural Supports

• Student Peer-to-Peer Mentoring
• Electronic mentoring
• Teacher-mentoring internships/REUs

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Motivate students to learnEvery day students
need to askWhat am I learning today?Why am I
learning it?What can I do to enhance my
learning?
Principle 4
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Rigor/Relevance Framework

• Students must see the relevance of
• rigorous academic content.
• If students understand and conceptualize relevant
  applications.
• achievement increases.

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Integrate YouTube Videos

• A Vision of Students Today
• YouTube - A Vision of Students Today
• Create YouTube videos to demonstrate essential
  content
• Assign students the task of creating a YouTube
  video to demonstrate learning of a key concept
• (Then use these in future classes with permission
  of students)

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Provide multiple methods of evaluation Frequent
quizzes and tests Credit for posting notes to
course web Reports, papers, presentations
Multimedia projectsProvide frequent progress
reports
Principle 5
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Principle 6

• Use technology to enhance learning opportunities
  and increase accessibility
• PowerPoints, examples posted to course website
• Examples and non-examples of student products
• Rubrics of grading

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Principle 7

• Invite students to meet with faculty with any
  questions or concerns they have.

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Universal Design for Learning - Assumptions

• Designed access is preferable to retrofitted
  access because it is more effective and less
  expensive.

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FAME

• Five web-based modules in development
• Rights and Responsibilities
• Universal Design for Learning
• Web Accessibility
• College Writing
• Climate Assessment

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www.cast.orgwww.washington.edu/doit/www.cped.uco
nn.eduwww.oln.org/ILT/ada/Famehttp//ada.osu.edu
/resources/fastfacts/index.htm
Additional Resources