Disability ResourcesCOE TA Training – August 19, 2013

DRC – Disability Resources

• Resources for:• Students• Faculty• Staff• Campus Visitors

• Highlights:• College wheelchair sports• Accessible gym• Assistive Technology Lab• Testing Center

Frameworks

Frame Core In practice

Individual/Medical

• “Problem” is located within the individual• Focus on specific condition• Disabled individual is at a deficit

• Cure or fix problem• Disability is negative • Individual accommodations• Do not internalize disability as an identity

Emerging/Sociopolitical

• “Problem” located in environment• Environmental barriers exclude disabled individuals and set parameters of disability experience

• Disability is neutral• Work to identify and eliminate barriers• Appreciation for community and culture• Create sustainable change

Design of environments

• Information• Curricular• Physical• Social• Policy

Universal Design

The design of products and environments to be usable by all people, to the greatest extent possible, without the need for adaptation or specialized design.

• Our responsibility:• Identify and remove barriers• Incorporate access into our design initially

• Impact:• Inclusive and welcoming environments • Sustainable design• Everyone has the same experience

UD: Physical Environment

• Identify elements in the physical environment that are Universally Designed

• Door knobs• Classroom layout• Curb cut

Physical Environment to Curricular Environment

Creating UD Environments

DIGGING DEEPERUDL Practical Instructional Tips

Class Climate

• Create classroom environment that values both diversity and inclusiveness.

• Physical layout of classroom allows for modification, easy access to visuals, instructor and peers

• Technology available to allow for creative instruction

Information Resources

• Offer multiple opportunities for different types of access:

• Create Lecture Capture, Podcasts, Videos (captioning/transcripts)

• Post class notes or outline • Provide electronic version of readings

• Allows access to materials on device of choice (iPad, Kindle, Smartphone)

• Allows all students to access class content multiple times and for a variety of reasons

Interaction & Assessment

• Encourage a variety of interactions• Discussion/Group Work

• In class, online, meeting software (Collaborate), assessment/group project

• Textbooks and Readings• Online/interactive components

• Assessment• Clickers, presentations, creation of media

Provide feedback and corrective opportunities

Key Takeaways

• Universal Design is…• Proactive• Inclusive • For all learners• A continuum

DRC Contact Info

• Web: drc.arizona.edu• Phone: 520-621-3268• Fax: 520-621-9423• Location: Highland Commons• Email: DRC-Info@email.arizona.edu• Facebook: University of Arizona Disability

Resources

Sources

• Funckes, C., & Kroeger, S. (2003). Implementing Universal Design in Higher Education: Moving Beyond the Built Environment. Journal on Postsecondary Education and Disability, 16(2), 78-89.

• Rose, D. H., Harbour, W. S., Johnston, C. S., Daley, S. G., & Abarbanell, L. (2006). Universal design for learning in postsecondary education: Reflections on principles and their application. Journal of Postsecondary Education and Disability, 19(2), 17. http://www.udlcenter.org/resource_library/articles/udl_postsecondary_ed

• National Center on UDL: http://www.udlcenter.org/• Prezi: http://www.prezi.com• Doceri: http://www.doceri.com