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Universal Design Stephanie Moore, Ph.D. University of Virginia.
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Transcript of Universal Design Stephanie Moore, Ph.D. University of Virginia.
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UniversalDesign
Stephanie Moore, Ph.D.University of Virginia
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Definition: Universal Design
• The design of products, environments, and communication to be usable by all people to the greatest extent possible
• Also called “design-for-all” or “lifespan design”
• NOT the same as accessibility
(Fletcher, 2002; Mace, Hardie, & Plaice, 1991; Osborne, 2002; Welch, 2002)
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Basic Premises• Varying ability is not a special condition of the
few but a common characteristic of being human, and we change physically and intellectually throughout our lives.
• If a design works well for people with disabilities, it works better for everyone.
• At any point in our lives, personal self-esteem, identity, and well-being are deeply affected by our ability to function in our physical surroundings with a sense of comfort, independence, and control (Weisman, 1999).
• Usability and aesthetics are mutually compatible.
(Taken directly from Adaptive Environments’ website: www.adaptenv.org)
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Universal Design for Learning
• What’s the Difference (between UD and UDL)?– Same philosophy and premises, just
different translations into practice (versus architectural or device design)
• Pivots around the definition of “learner”– Mean definition vs. plural definition– ID: Learner Analysis– Expanded perspectives (adult learning,
ethnicity, language, functional ability, life experiences, and background; Postmodernism / democratization)
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UDL: Fundamental Premise
• Improves learning outcomes and learning environment for ALL learners: “if it works well for people with functional limitations, it works better for everyone” (Fletcher, 2002)
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UDL: 7 Principles for Instruction
1. Inclusiveness2. Physical Access3. Delivery Methods4. Information Access5. Interaction6. Feedback7. Demonstration of
Knowledge
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Translation of the Principles
• The seven instructional principles really are basic elements of good teaching/instructional design
• Best solutions stem from a philosophy or perspectives– Student-centered approach– Democratization of values more pluralistic
definition of good design and of audience
• Multi-modal Implementations(Mayer, 2001, etc.)
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Accessibility
• The two concepts are NOT interchangeable.
• Captures the “tails of the curve”• Accommodations and adaptations
– Devices, alternative formats such as Braille, interpreter or note-taker in classroom, etc.
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• Online Courses
– Accessibility
– Avoiding content dumps: narrated PowerPoint does NOT a good online course make
– Flexibility in materials delivered• audio version, text version or description, etc.
– Flexibility in assessment• Different types of final projects, essay and objective, etc.
– Can augment a face-to-face class to make it universally accessible• e.g. handouts, notes, assignments available online in
advance
Online Environments
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Online Environments
• Interfaces and Materials
– Example: Blackboard – can change color scheme of menu (limitation: cannot change main content screen)
– PDFs• Most are inaccessible because they’re scanned as
graphics – this ALSO makes the file size HUGE, which makes them bothersome for ALL students to download
• SHOULD be text (OCR) scanned – push online publishing toward this (can still maintain security through security settings) – yields MUCH smaller file sizes for everyone
– Post files in RTF when possible so students can modify size/color as needed
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Additional General Resources for Universal Design
• Resources– Center for Universal Design:
http://www.design.ncsu.edu/cud/
– CAST: http://www.cast.org• Also, see Teaching Every Student:
http://www.cast.org/teachingeverystudent/
– Trace Center: http://trace.wisc.edu/world/
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Additional General Resources for UDL & Accessibility
• Resources– Accessibility Tutorial (NCLID):
http://vision.unco.edu/AccessibleDesign/(beginning sections more basic)
– Adaptive Environments: http://www.adaptenv.org/universal/index.php
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Thank YouStephanie L. Moore, Ph.D.University of Virginia