字幕表 動画を再生する 英語字幕をプリント Hi, everybody, and welcome to today s webinar. Even though the university is on spring break, Jenny and I are still here and we are still going to do a webinar for today. Today is going to be Universal Design for Learning Principles and we kind of frame this around universal designs regarding the higher education setting and then we ll point out aspects and ways it can be implemented in a K-12 setting as well. My name is Jim Stachowiak. As always, I will be guiding you through this today and hopefully you will get something out of it. So, here we go. What we will talk about today is what universal design is first, because I do have to lay that groundwork before we talk about universal design for learning. We will talk about UDL accommodations and implementing UDL into courses. So what is universal design? Universal design is the design of products and environments used by all people to the greatest extent possible without the need for adaptation or specialized design. This is a concept that came out of architecture in North Carolina State University in the 70 s. A guy named Ron Mace kind of looked at things and said instead of building buildings and then having to add on these handicapped accessible ramps later on that do not really look good in the flow of the building and maybe somewhere around the corner that s not at the main entrance, why do not we take a look at trying to build this kind of thing on the front end and making buildings and making environments accessible to everybody on the front end. When they started doing this, they found that even though you think and aim towards people with disabilities, you design toward that, you are going to have something that benefits everybody in the long run, and I think that is probably where it is used to the greatest extent possible. When we are looking at folks with disabilities, we are kind of getting folks on that outer end and outer edge of mobility level, so by doing that, by getting to those edges, we are making things that benefit everybody. There are some examples on this slide of some classic universal design examples, the go-to examples, I guess. Whenever anybody talks about universal design, it is probably the curb cut and you are all familiar with those. Curb cuts are on every street corner and they basically ramp into the streets so that somebody doesn t have to go over the curb to get into the street to cross, and that benefits not only people in wheelchairs but also people pushing strollers, people on roller blades, people riding, bikes, older people that might struggle with taking a step down to cross the street that befits all those folks. We are starting to see a new aspect of universal design added in that to be used by the greatest extent possible. You kind of see it on there; it is that rubber pad with bumps on it. That is there for folks with visual impairments that might be using a cane that are not quite sure when they are about to hit the street. That raised bump areas gives them an idea that they are getting pretty close to the street. Below that, you see a house that s hard to tell there but there is a ground level entryway so even though there is no step up to the front porch, it just kind of goes right into the door, and this is just an example to show you that that can be done without making it look like it s an accessibility thing. I mean, that is still a pretty nice looking entryway to the house and it is accessible as well. Next to that, you can see a fire alarm. Fire alarms did not used to be universally designed. Not that long ago a fire alarm code was just to make sure it made noise so that people got out of the building when it went off. You would hear a loud beeping noise and that was about it. If you look at it now, this one has a strobe light on it and anywhere you look now you are going to see that. s code now to have a strobe light on your fire alarm, because with just the noise how would somebody that was deaf know what was going on? How would somebody that was deaf know how to get out of the building or get out of their dorm room or whatever when a fire alarm went off. That strobe light indicates the alarm is going off for somebody that might be deaf of hearing impaired. If you listen to those now, they do not just give a loud beeping noise, either. If you listen to them, they typically give you instructions on what to do. I know in our building when the fire alarm goes off it says there is an emergency, get to the nearest exist, and get outside. That might help people that struggle with panicking when they just hear loud noises, giving them some idea of what to do and to get out of there. So, it has really become a universally designed tool. If you look next to that, universally designed signage is helpful as well. That is a sign obviously for a women s bathroom. If you just had the word women up there somebody who is blind, somebody that has a learning disability, somebody that doesn t speak English isn t necessary going to know what that word says, and that could lead to some big issues if somebody happens to go in there. But if we put a symbol on it that s universally recognized as well as braille underneath the word, all of a sudden we ve made signs that are accessible to just about anybody. The case of the universal design it to design environments to make them universal to everybody, so kind of keep that in mind when we talk about universal design for learning and what universal design through learning is. Well, this is what it is. It is a goal. It is a processed focus on planning. Really, the key to universally designing something is just thinking out ahead of time what issues people might have with accessing the class and then designing workarounds around those issues, I suppose. It is the idea that not everybody learns the same way and that multiple approaches might be needed to reach everybody in your class. It is a proactive process that can be implemented in steps. The key to this is also that it is accessible to use and it is inclusive, so if you universally design a class that is accessible to everybody, everybody can use it and everybody is included as well. It is also a way to extend some of the benefits and accommodations that are pretty common for folks with disabilities to everybody in the classroom. There might be some people in there that do not have disabilities but learn a little bit differently from others and can benefit from some of those accommodations, so we can extend the benefit of accommodations through UDL. Also, it allows for students to use their strengths to access the class. That s also another key about this is tapping to the strengths of an individual and giving them the opportunity to use those strengths to maximize learning and maximize understanding of things as well. One universal design for learning is not groundbreaking and nothing that we are going to talk about here is groundbreaking stuff. It is not a single solution. There could be multiple solutions here. In the college thing, we talk about UDL. The folks think it might be a means to low quality or standards or a means to life accessible to unqualified students. That is not the case here. There are standards to get into classes that need to be met. What we are doing with universal design is once you have qualified for those classes, we are making it easier to use your strengths to benefit from those classes. So we are not lowering any quality or lowering standards and we are not making it accessible to unqualified students. Universal design is not necessarily completely required in every class. There are still some things that are accommodation based that the student will still have to work with student disability services or something else to get that taken care of. For example, it is not practical to have a sign language interpreter in every classroom just in case you run into a student that has a hearing impairment that might need a sign language interpreter. That is still something where that is on the student, that is on the university, that is on the school to get that accommodation when necessary. Finally, universal design for learning is not a replacement for good teaching. It is really a complement for good teaching. It is a way to help extend the good things that a teacher is doing in a classroom. Universal design for learning comes out of some brain research that was done in the Center for Applied Special Technology out of Harvard, and what this looked at was three primary brain networks in learning. There is the recognition network, the strategic network, and the effective network. What they saw with this when they looked at these networks with different individuals is that with different people, networks work a little differently. The recognition network is a network in the brain where we take in information and what we saw here is that people take in information in different ways. What the folks that came up with the concept of universal design for learning said that was because everybody takes in information differently, what we need to provide to our students is multiple means of representation of the materials. Some people might take in information by listening to a lecture, others by reading, and others by watching a video. If we provide all of those potions, that gives users a choice to be able to actually see information the way that best benefits them. The middle network there is the strategic network. With the strategic network, that s the area where we kind of plan and demonstrate what we ve learn, and everybody does that a little bit differently, so the universal design for learning calls for providing multiple means of expression for students. Not everybody is great at writing an essay, but you are going to have to do all these at one time or another. Not everybody displays what he or she learns best by writing. Other people might do it better by presenting. Other people might even do better by singing a song about what they learned. What the strategic network and having multiple means of expression indicates is that we should provide multiple ways for students to demonstrate what they learned. The third area is the effective network and that is kind of where we are engaged in learning, and again, everybody is engaged a little bit differently. So to provide multiple means of engagement to students, we provide multiple ways for students to get interested in learning and just really sit down and dig into things. One of the examples that is given in something like this in maybe a K-12 setting is maybe if you are doing a report on different states and everybody s got to take a state and do a state, instead of approaching it in terms of learning about a state and giving a report, approach it as you are going to be the expert on your state and you are going to teach others about that, and that gives the student a little bit of a sense of ownership in what they re doing and that might be one of those ways that engages them a little bit differently. Thinking about things in terms of that, in terms of engaging students would be the third way to implement universal design for learning. So those are you three hallmarks for universal design for learning: multiple means of representation, multiple means of expression, and multiple means of engagement. This image comes from the Cass website here. Why is it necessary? Well, I want to talk about why it is necessary at a college level why universal design for learning is necessary at a college level. When you come to college, the IEP does not come with you. If you are a student in special education in a K-12 setting, the IEP listed all your accommodations and teachers had to follow those accommodations and make things accessible to you and your classroom. When you come to K-12 level, that is no longer the case. The teachers do not have to follow IEP. At this point, the student becomes responsible for self-identifying that they have a disability and working with student disability services in getting the accommodations that they might need. Here at the University of Iowa, we did an accommodations needs assessment a couple years ago where we basically distributed a survey to everybody on campus and we asked them if they had a disability, and we had 10 to 12 percent indicating that they had a disability, which is about what we d expect because that kind of flies with the national average. Part of the reason we did this is because when we talked to student disability services and asked how many people they had signed up with them, we were hearing things like 400, 415, and that is certainly not 10 percent of the population of students at the University of Iowa. We were wondering what the issue was, and so when we asked about the disability, the next question was if they were registered with student disability services, and we found out that almost 60 percent were not registered with student disability services. Most of the people that indicated they had a disability indicated that they had an invisible disability of some type, whether that be a learning disability, emotional disability, something that a teacher wouldn t be able to look at them in the classroom and understand why they might be having some issues. We found kind of what we suspected, and that is that on campus here there are several students with some type of disability running around on campus that are not getting help from student disability services and we have no idea if they re struggling, if they re doing well, or ways that we can reach them right now to make things easier for them. That is why we decided to focus on universal design for learning here on campus. If we can universally design classes, it should not matter if these students