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Universal Design in the Classroom and Workplace Benefits Us

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Title: Universal Design in the Classroom and Workplace Benefits Us


1
  • Universal Design in the Classroom and Workplace
    Benefits Us
  • All
  • Marc Duyck MSEd. OHSU Center for
    Diversity
  • Multicultural Affairs
  • Student Access
  • March 1, 2010

2
Principles of Universal Design for Instruction
and the Workplace
  • Historical view of individuals with disabilities
    Charity Model than Medical Model

3
Principles of Universal Design for Instruction
and the Workplace
  • Medical Model the unfortunate victim
  • Stroke victim
  • Spinal cord patient
  • TMR
  • Client is seen as faulty and in need of fixing or
    curing.
  • Accommodations are seen special rights as
    unfair and giving an unfair advantage.
  • Accommodations are a nuisance and should only
    be provided to individuals who are truly
    disabled visible disabilities only.

4
Principles of Universal Design for Instruction
and the Workplace
  • Who is this?
  • I couldn't read. I just scraped by. My solution
    back then was to read comic books because I could
    figure them out from the context of the
    pictures.
  • Charles Schwab
  • founder of one of the
  • worlds largest investment firms

5
Principles of Universal Design for Instruction
and the Workplace
  • Nagi Social Model of Disability 1965
  • Saad Nagi- Sociologist from OSU/worked for SSA
    (Social Security Administration).
  • Established a definition of disability for those
    seeking SSD (social security disability income).

6
Principles of Universal Design for Instruction
and the Workplace
  • According to Nagi Disability is the expression of
    a physical or a mental limitation in a social
    context.
  • Nagi recognized the importance of the environment
    and that family, society and community factors
    could all influence disability.
  • Based on this assumption, the consequences of
    disease and injury for an individual should be
    described at both the level of the person and at
    the level of society (Activities of Daily
    Living).

7
Principles of Universal Design for Instruction
and the Workplace
  • Nagi/Social Model
  • Activities of daily living including behaviors
    such as basic personal care.
  • Instrumental activities of daily living
    (IADL)including activities such as preparing
    meals, doing housework, managing finances, using
    the telephone, shopping.

8
Principles of Universal Design for Instruction
and the Workplace
  • Nagi/Social model cont.
  • Social activitiesincluding attending synagogue,
    church or group activities, socializing with
    friends and relatives.
  • Leisure activitiesincluding sports and physical
    recreation, PE.

9
Nagis model for individuals with
disabilities was the first model to capture the
reality that individuals with disabilities want
to work and also attend schools as a Life
activity and as Social Beings.
10
Principles of Universal Design for Instruction
and the Workplace
  • Significant historical events after the Nagi
    model
  • Rehabilitation Act of 1973
  • Separate but not equal
  • 1990 Americans with Disabilities Act (amended
    2008)
  • Mainstreaming
  • Integrated classrooms
  • First wave of students who from K-12 received
    accommodations through IEP (Individualized
    education plans).

11
Principles of Universal Design for Instruction
and the Workplace
  • The Centre for Universal Design (UD) North
    Carolina State University (NCSU)
  • Founded by Ron Mace in 1989
  • Promoted a
  • barrier free environment that
  • is friendly to ALL.
  • Concept of UD from Mr. Mace.
  • International Classification of
  • Disability (ICF) complements UD
  • very well.
  • First International Conference on UD 1998.
  • Centre at NCSU continues his work.

12
ICF Model Who is Disabled? Universal NOT a
minority problem.
13
Principles of Universal Design for Instruction
and the Workplace
  • Equitable Use The design does not disadvantage
    or stigmatize any group of users.
  • Curricular take home tests, copies of lecture
    notes on a web-site.
  • Physical/Workplace A universal work station in
    a medical office with a desk that raises and
    lowers to accommodate those who wish to stand
    versus sit/vice versa.

14
Principles of Universal Design for Instruction
and the Workplace
  • Flexibility in Use The design accommodates a
    wide range of individual preferences and
    abilities.
  • Curricular Give options for preparing a project
    individually or working in a group (helpful for
    students with anxiety or Asperger's spectrum.
  • Physical/Workplace Meeting or conference room
    that is large enough to hold a meeting for the
    staff. Accommodate different dimensions of
    people and uniqueness of people people using
    crutches or power mobility.

15
Principles of Universal Design for Instruction
and the Workplace
  • Simple and Intuitive Use The design is easy to
    understand regardless of the users experience,
    knowledge, language skills or concentration
    level.
  • Curricular Simple course syllabus that uses
    clear layout and font and minimizes slang and is
    less than 5 pages long (seriously).
  • Physical/Workplace Sign and or directions to
    research labs that any client, family member,
    presenter or student can easily find. Clear bold
    font for signs (black on white).
  • A Jackson Hall without the maze/Exit signs that
    truly are Exits.

16
Principles of Universal Design for Instruction
and the Workplace
  • Perceptible Information The design communicates
    necessary information effectively, regardless of
    users sensory abilities.
  • Curricular Class presentations that reinforce
    the lecture with Power Point slides to deliver
    information with two modalities. VRS (text over
    speaker).
  • Physical/Workplace Sound systems and rooms in
    which the clinician has audible sound (30 DB)
    when speaking to client/s, educating clients) and
    colleagues. 13 million.
  • Physical Signage that is visible from a
    distance 504

17
Principles of Universal Design for Instruction
and the Workplace
  • Tolerance for Error The design minimizes hazards
    and the adverse consequences of accidental or
    unintended actions.
  • Curricular The opportunity to turn in a draft
    for feedback prior to completing the final draft.
  • Physical/Workplace Use of texting to let
    supervisor know that you are stuck on I-5 easy
    and pretty intuitive (dont text while you are on
    I-5).

18
Principles of Universal Design for Instruction
and the Workplace
  • Low Physical Effort The design can be used
    efficiently and comfortably and with a minimum of
    fatigue/good body/spine alignment.
  • Curricular Course materials in a smaller
    purchasable binder versus having to buy 4
    textbooks per class.
  • Physical/Workplace Chairs with a lumbar insert
    to support natural curve of LB benefits 90 of
    population decrease in workplace injuries cost
    10.

19
Principles of Universal Design for Instruction
and the Workplace
  • Who is this?
  • Growing up she remembers being called dumb
    because she had great difficulty learning. None
    of her teachers could figure it out. It wasnt
    until she was an adult that she was diagnosed as
    dyslexic.
  • Whoopi Goldberg
  • entertainer

20
Principles of Universal Design for Instruction
and the Workplace
  • Size and Space for Approach and Use The deign
    provides appropriate size and space for approach,
    reach, manipulation and use regardless of a
    users body size, posture or mobility.
  • Curricular An adjustable height lectern. A desk
    that all sizes can comfortably sit at.
  • Physical/Workplace A client room treatment table
    that can accommodate a person over 510 and over
    150. A desk that is wide a more productive
    worker!

21
Principles of Universal Design for Instruction
and the Workplace
  • A community of learners The instructional and or
    workplace environment promotes interaction and
    communication among students and between
    students.
  • Curricular Position desks and chairs in a circle
    so all students can see one another. This allows
    the hearing impaired student to be more engaged
    and able to hear what is being said.
  • Physical/Workplace Create a reception
    desk/clerical area that is open from all sides,
    no windows and accessible so all clients can
    approach from left, right or in front with ease.

22
Principles of Universal Design for Instruction
and the Workplace
  • Instructional/Workplace climate Instruction is
    designed to be welcoming and inclusive.
  • Curricular High expectations are espoused for
    all students in the syllabus. Rewards are given
    for effort in the form of grades. Instructor
    grades fairly and consistently.
  • Physical/Workplace Dont say I am sorry, I
    cant help you. Say instead how can I help you
    learn this better? Ask for feedback dont be
    afraid.

23
Principles of Universal Design for Instruction
and the Workplace
  • Who is disabled?

24
Principles of Universal Design for Instruction
and the Workplace
  • Who is this?
  • Facts of Life sitcom Controversy 1980
  • Jeri Jewell early role model of integration.

25
Principles of Universal Design for Instruction
and the Workplace
  • Film
  • My Left Foot
  • Forrest Gump
  • The Diving Bell and the Butterfly Le Scaphandre
    et le Papillion
  • Emmanuels Gift Dont say oh my God! or Thank
    God I am not like him. Instead say, My God, I
    wish I was more like him.

26
Principles of Universal Design for Instruction
and the Workplace
  • What did you learn today?

27
References
  • AHEAD (2010) Resource Articles on Universal
    Design. Retrieved February 8, 2010 Available at
    http//www.ahead.org/resources/universal-
  • design/resources.
  • Brodwin, M., Siu, F., Howard, J. Brodwin, E.
    (Eds.). (2009). Medical, psychosocial and
    vocational aspects of disability 3rd Edition.
    Athens, GA.
  • ICF Model Towards a common language for
    functioning, disability and health ICF
    Retrieved February 8, 2010 from
    http//www.who.int/classifications/icf/training/i
    cfbeginne rsguide.pdf.
  • Jette, A. (2006) Towards a common language for
    disability, function and health. Physical
    Therapy 86, (5) 726-734.
  • Levinson Medical Center for Learning Disabilities
    (2009) Dyslexic? You are not alone Famous
    people with dyslexia. Retrieved February 10, 2010
    available at http//www.dyslexiaonline.com/famou
    s/famous.htm.

28
References
  • OSullivan, S. (2001). Clinical decision making.
    In OSullivan, S. Schmitz, T. (Eds). Physical
    rehabilitation assessment and treatment. (4th
    ed), (pp 1-18). Philadelphia F.A. Davis.
  • Rocco, T., (2006). Disability as an issue of
  • marginalization. Merriam, S, Courtenay, S
    Cervero, R. Global Issues and Adult Education.
    (pp. 169-181). San Francisco Jossey-Bass.
  • Spinal cord Injury history. (2010) Treatment and
    Rehabilitation. A short history of the treatment
    of spinal cord injury. http//www.medicinenet.com
    /spinal_cord_injury_ treatments_and_rehabilitatio
    n/article.htm
  • U.S. Equal Employment Opportunity Act (2009).
    Disability Discrimination
  • Americans with Disabilities Act.
  • Available at http//archive.eeoc.gov/ada/amendm
    ents_notice.html

29
Principles of Universal Design for Instruction
and the Workplace
  • Presentation available on-line _at_
    ohsu.edu/student-access
  • Available in alternative format/larger font
  • Marc Duyck duyckm_at_lcc.edu
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