Universal Design Implementing Universal Design As teachers and publishers consider implementing universal design principles in classrooms, the following summary of five first steps (which are currently achievable in many classrooms) can provide a solid foundation for future developments in universal design for learning. (The first four steps fall within the guidelines for accessible design from the Telecommunications Act of 1996. The last step extends the scope to include cognitive access): Provide all text in digital format, which is flexible for the user who is utilizing assistive technology. Provide captions for all audio, which is flexible for students who are deaf. Provide educationally relevant descriptions for images and graphical layouts, which is flexible for students who are blind or have low vision. Provide educationally relevant text descriptions for audio, which is flexible for users who are blind. Provide cognitive supports for content and activities, which is flexible for students with learning disabilities: Summarize big ideas. Provide scaffolding for learning and generalization. Build fluency through practice. Provide assessments for background knowledge. Include explicit strategies to make clear the goals and methods of instruction. This way of thinking about the interrelationship of access, instruction and technology in an inclusive classroom reflects a public statement of Education Secretary Richard Riley in his November 1997 Computer Accessibility Technology Packet or "Tech Pack," which was intended to help schools make decisions about technology purchases. The Secretary wrote: "As the developers of computer hardware and software recognize the benefit that can be derived from all individuals (those with and without disabilities) being able to use the same computer equipment and software applications, the concept of universal design in the development of new products becomes more accepted and built-in access should become more readily available." Organizations such as NCITE, CAST and TRACE are devoting their resources to making sure that the principles of built-in access will be more readily available as American education is propelled into the 21st century. Read more about the emerging research and demonstration projects around the country to ensure students with disabilities receive a quality higher education. These projects support technical assistance and professional development activities for faculty and administrators in institutions of higher education to improve their ability to provide a quality post-secondary education for students with disabilities. http://www.ed.gov/offices/OPE/disabilities/index.html How Can I Implement Universal Design in My Course? Put course content on-line allowing students to "pick-up" material that might have been missed in lecture. Use peer mentoring, group discussion and cooperative learning situations rather then strictly lecture. Use guided notes to enable students to listen for essential concepts without copying notes off of the overhead. Update course materials based on current events and student demands. Provide comprehensive syllabus that clearly identifies course requirements, due dates and accommodation statement, which indicates a faculty member's willingness to provide reasonable accommodations to a student with a disability. An example disability statement that can be used/adapted for course syllabi: Any student who feels s/he may need an accommodation based on the impact of a disability should contact me privately to discuss your specific needs. Please contact Disabled Student Programs and Services, x 2364, to coordinate reasonable accommodations for students with documented disabilities. Rationale for disability statement in course syllabi: The statement should be an invitation to students who have disabilities to meet with the faculty member, in a confidential environment, to review course requirements and to discuss their need for accommodations. Establishing reasonable accommodations should be considered on a case-by-case basis because of the functional limitations of each individual and the specific demands of the course will vary. Alter instructional methods, provide illustrations, handouts, auditory and visual aids. Clarify any feedback or instruction, ask for questions, and use multiple examples. Relate a new topic to one already learned or a real-life example. Secure a note taker, allow the student to tape record lectures or provide him/her with a copy of your notes. Allow the student to demonstrate knowledge of the subject through alternate means. Permit and encourage the use of assistive technology. Develop study guides. Give shorter exams more frequently. Further Examples: Example: Placing course notes on the web allows students to gain the information by lecture and text. Additionally, a student with a visual impairment could tape record the lecture and capture the notes from the web in alternate format. Example: Allowing the students to demonstrate knowledge on a subject by doing an oral presentation or writing a paper or taking a test. Students with a speech impediment may be unable to present the information orally while students with a fine motor disability may have difficulty taking a written exam.   Discover | Read | Explore | Apply | Measure