Universal Design. Low-wealth children engage in far less academic work By Oct. of first grade, a...
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![Page 1: Universal Design. Low-wealth children engage in far less academic work By Oct. of first grade, a middle/high-SES child reads 12 words per reading session;](https://reader030.fdocuments.us/reader030/viewer/2022032703/56649d0d5503460f949e1764/html5/thumbnails/1.jpg)
Universal Design
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Low-wealth children engage in far less academic work
By Oct. of first grade, a middle/high-SES child reads 12 words per reading session; a low-SES child reads 0 words
By April, the middle/high-SES child reads 81 words; a low-SES child reads 32 words
By the end of first grade, middle/high-SES have seen approximately 19,000 words; low-SES about 10,000
By the end of the sixth grade, a child of poverty would need to go to school an additional year-and-a-half to have the same academic experience
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Demographics in Special EducationRace General Special
Population Education
White 66.2% 63.6%
Black 14.8% 20.2%
Hispanic 14.8% 13.2%
Am. Indian 1.0% 1.3%
Asian/Pacific 3.8% 1.7%
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What Universal Design Means In the world of architecture and building,
adaptability is subtle, integrated into the design, and benefits everyone.
A shift from thinking why we should make changes to accommodate a few people in wheelchairs to an appreciation of how much better things can be for all of us
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Fundamental shifts in our ideas of teaching and learning Students with disabilities fall along a continuum of
learner differences, just as other students do; Teachers should make adjustments for all students, not
just those with disabilities; Curriculum materials should be as varied and diverse as
the learning styles and needs in the classroom, rather than textbook-centered (currently possible with digital and on-line resources);
Rather than trying to adjust the students to learn from a set curriculum, the curriculum should be flexible to accommodate a range of student differences.
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Principles of Universal Design Principle 1: Equitable Use
The design is useful and marketable to people with diverse abilities
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Equitable Use… Adjustable chairs
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Inequitable use… Chairs in the room or office
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Principles of Universal Design Principle 2: Flexibility in Use
The design accommodates a wide range of individual preferences and abilities
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Flexible in Use… Latch doorknob
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Flexible in Use Push opener
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Inflexible in Use… Round doorknob
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Accessible for use Push door opener
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Principles of Universal Design Principle Three: Simple and Intuitive Use
Use of the design is easy to understand regardless of the user’s experience, knowledge, language skills, or current concentration level
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Principles of Universal Design Principle 4: Perceptible Information
The design communicates necessary information effectively to the user, regardless of ambient conditions or the user's sensory abilities.
round thermostat
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Perceptible Information Fire alarm with strobe light
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Perceptible Information ATM with large
buttons
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Principles of Universal Design Principle Five:
Tolerance for Error The design minimizes
hazards and the adverse consequences of accidental or unintended actions
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Tolerance for Error…low? Bathroom entranceway
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Tolerance for Error…high? Outside power door
button for entry system
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Tolerance for Error?? Let’s Look
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Principles of Universal Design Principle Six: Low Physical Effort
The design can be used efficiently and comfortably and with a minimum of fatigue.
door handle
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Principles of Universal Design Principle Seven: Size and Space for Approach
and Use Appropriate size and space is provided for
approach, reach, manipulation, and use regardless of user's body size, posture, or mobility.
subway gate
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Student-Placement Trends 50% of students with disabilities in gen. ed.
80% of the time or more 28% of student in gen. ed. 40%-79% of the
time 19% of students in gen. ed.0-39% of the time 3% of students in residential facilities 0.7% of students in separate facility 0.5% of students in home/hospital
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Characteristics of Inclusion Home-school placement Principle of natural proportions Restructuring teaching and learning Age-and grade-appropriate placements Eliminating the continuum of placements Increasing amount of time in general education Perspectives: parents, teachers, and students
See Figure 2-7
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Inclusion: Refer to Figure 2-7 What are your thoughts on this topic? Get into your discussion group and discuss
What are the pros and cons for inclusion? If you were a parent of a child with a disability,
what would you want? Which disability category would you see less
likely to be included, and why? Which disability category would you see most
likely to be included, and why?
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Designing an IEP (see Figure 2-8) Determine supplementary aids Determine specially designed instruction Address life-skills content Specify related services