Universal Design for Education "More than 1 billion of us live with disabilities. We must remove all barriers that affect the inclusion and participation of persons with disabilities in society, including through changing attitudes that fuel stigma and institutionalize discrimination. ” Secretary-General Ban Ki-moon, Secretary General of the U.N. Paula Sotnik, ICI, UMASS Boston
Today ’ s Goal Learn about and Understand how Universal Design for Learning and Education benefits all diverse learners and all abilities! 1.Thank Differently! 2.What really is a “ disability ” ? 3.Universal Design 4.Service Learning Paula Sotnik, ICI, UMASS Boston
Turn to the person sitting next to you and define yourself in ONE word Paula Sotnik, ICI, UMASS Boston
It It ’ s J s Just a Label ust a Label Disabled Special Education Children Autistic Wheelchair Bound Amputee Schizophrenic ALS Patient Spina Bifida Attention Deficit Disorder Traumatic Brain Injury Paula Sotnik, ICI, UMASS Boston
“ Labeling is definitive; once we say it then it holds meaning ” (Namka). “ Judy is a thin 40-year-old woman with cerebral palsy who cannot walk or perform daily basic care needs… “ Judy also likes shopping, can write, use her communication board, has a great sense of humor…. Paula Sotnik, ICI, UMASS Boston
What ’ s in a label ? “ Disability ” does not define or is not the person. “ Disability ” is created by poorly created buildings, materials, bad attitudes and not by the uniqueness of individuals Stairs, text, others needing to be educated and our persistence to one way of doing things create a “ disability ” Paula Sotnik, ICI, UMASS Boston
Th These pic ese pictures tures show show fas fashio hion n mo models, dels, not th not the e “ disabled disabled ” Paula Sotnik, ICI, UMASS Boston
Lack of Jobs Teachers, Staff Inaccessible not allowed to Transportation be creative Society Creates Lack of well Inaccessible trained staff Buildings the and teachers Problem One Way, Segregated Traditional education Teaching Information not accessible Paula Sotnik, ICI, UMASS Boston
MEDICAL MODEL THINKING SOCIAL MODEL THINKING Child is “ faulty ” Child is valued! Diagnosis Strengths & needs defined by self & others. Labeling Identify barriers -> create solutions Impairment = focus of attention Outcome-based program design Assessment, monitoring, programs Resources made available to of “ therapy ” imposed “ ordinary ” services. Segregations and separate services Training for parents, families and professionals Ordinary needs put on hold Relationships nurtured Re-entry when and if normal Diversity welcomed, child is included enough or permanent exclusion Society is unchanged We evolve, grow and get better! Adapted from Micheline Mason; R 1994; Reiser 2004 Paula Sotnik, ICI, UMASS Boston
Let ’ s change the paradigm! Let ’ s think differently! Paula Sotnik, ICI, UMASS Boston
In the U.S., we pay to kill cockroaches and spiders. In Thailand, people pay to eat cockroaches and spiders. Great change has always come from thinking outside the box. Thai Nguyen - http://www.entrepreneur.com/article/237866 That which is familiar, can “ cripple ” us, can force our thinking into a prison. Paula Sotnik, ICI, UMASS Boston
Paula Sotnik, ICI, UMASS Boston
Paula Sotnik, ICI, UMASS Boston
Inclusion is not... • Clustering all people with disabilities into a special class or social center • Giving “ special privileges ” to people with disabilities. • Feeling sorry for people with disabilities • People with disabilities as recipients of volunteer service only Inclusion can look like... • Martina, a woman who is blind, sings in her church choir. • Andrea, a woman with cerebral palsy, tutors neighborhood children in a local volunteer center • Tyrone advocates for his own rights and teaches other people about disability rights issues • Adam, who has Down syndrome, is a server at a restaurant • Lee, an eight-year-old, participates in after school activities with help from her portable ventilator Paula Sotnik, ICI, UMASS Boston
Univ Univer ersal sal Design Design and and Univer Univ ersal sal Design Design for or Lear Learning ning can be the can be the ans answer! er! Paula Sotnik, ICI, UMASS Boston
Universal Design for Learning (UDL) – 1: The WHAT - Provide multiple means of representation, gives learners a variety of ways to obtain and absorb information and knowledge. Examples : Teaching uses color coding, written and verbal guidance, use of international symbols and pictures, tactile materials, speech to text/text to speech technology, video clips, highlighting text. 16
2: The HOW - Provide multiple means of action and expression provides learners alternatives for demonstrating what they know. Examples : Students develop and use flashcard visuals rather than text to respond to questions and indicate knowledge of words. Students photograph progress- before and after photographs document outcomes. Paula Sotnik, ICI, UMASS Boston
3: The WHY - Provide multiple means of engagement includes a variety of ways that helps students attend to and engage in learning. Examples : Students can learn in small groups, solo, use of Flipcam assists with journaling, “ self-reflection ” and records the “ what, so what, now what ” Paula Sotnik, ICI, UMASS Boston
Universal Design for Everyone Closed ed Caption tioning ing is used by couples, people at the gym, bar patrons and travelers at airports rb cuts are used by mother ’ s with strollers, bicyclists, Curb people pushing cards and seniors Elec ectric tric do doors rs help when we have coffee in one hand and bags in the other. Books on tape are used by automobile drivers, students, and the elderly
Universal design: Specific features that are more usable by everyone • entrances with no steps that make it easier to enter a building • wider doorways that are easier for everyone to enter, enhance interior circulation, and add a more spacious • lever door handles instead of door knobs that are easier to open by everyone • single-lever controls on faucets that are easier to operate and make adjustments of water temperature and volume simple for everyone • light switches and electrical receptacles located at a height that is more reachable by those who may have trouble bending over or reaching up • All materials provided in large print with black ink on white paper, photographs, pictures, international symbols • Repeating questions and comments when conversing in a large group 20
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• “ puff paint ” to mark dials, rulers • changes in schedules • modified tables, desks, workspaces • talking watches, calculators, rulers • private, quiet space • no scent policy • headphones • technology solutions, computer software • color coded tape • photos and visuals used with text • verbal or audio descriptions of visuals and videos • audio -recorded, Braille or electronic-formatted notes, handouts, and text • instructions provided in multiple formats, including visual, auditory and tactile • captioned presentations and conferences • large print materials, contract enhanced (black type on white paper, simple font) 22
Body Fit: Accommodate people with the widest range of body sizes, postures and movement abilities Sufficient space between furniture, tables, etc. for maneuverability in spaces 23
Perceptible Information IKEA Assembly Instruction 24
Adaptive products and simple alterations can prevent one-third of all home accidents An Adaptive Product is any piece of equipment or device used to perform specific tasks, improve functional capabilities, and increase self- sufficiency.
Universal designs are places, products & systems that everyone can use.…with a disability, are left handed, are 8 or 80 years old, are short or tall.
Graphics demonstrate the use of products that are unfamiliar. Utensils like Oxo Good Grips offer enhanced usabili ty to all; with ergonomically designed handles and a better gripping surface without giving up a sense of "style."
These measuring spoons are easy to grip, color coded, and have large type and contrast. Cut Resistant Gloves are made out of a light-weight man-made fiber that will protect you from a knife's blade
Universal Design can be as simple as a tool which allows you to single- handedly hold, cut and lift the ingredien ts for your snack tray.
Sometimes Universal Design is simply good, common sense design.
Experiential Learning – Service Learning Integrated and inclusive ‘ service learning ” (youth with and without disabilities) Ties community service to academic goals and provides a concrete learning experience -Counting food items at a homeless shelter -Cleaning a park and keeping inventory -Testing soil for farming Accommodate and support all youth to participate and contribute to their communities Shows society what all youth can do to contribute and give back, instead of being a recipient Paula Sotnik, ICI, UMASS Boston
Paula Sotnik, ICI, UMASS Boston
3 examples…. 1.Jason making a difference and learning through real experiences! 1.Avery giving back to his community! Paula Sotnik, ICI, UMASS Boston
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