Embed Size (px)
Citation preview
Forging a new path in Montreal: Universal Design in Higher EducationRoberta ThomsonAndrea Miller-NesbittNovember 12 th, 2015
Agenda• Context—Why UD? Why now?
• What is Universal Design?
• Universal Design for Learning
• Current Initiatives
• What can I do?
Context•Canadian Context
•Quebec Context
•McGill Snapshot
Pop Quiz!In 2011, what percentage of undergraduate students in Canadian University’s self-identified as having a disability?
a) 4%
b) 5%
c) 7%
d) 9%
Canadian Context
(Canadian University Survey Consortium, 2011)
2
4
6
8
10
1998 2000 2002 2004 2006 2008 2010 2012
Percentage of UG students who self-identify as having a disability
%
Pop Quiz!In 2012-2013, what percentage of students with disabilities in Quebec had a ‘traditional’ disability (sensory, motor or neurological impairment)?
a) 20%
b) 35%
c) 50%
d) 68%
8000
7000
6000
5000
4000
3000
2000
1000
0
2007-08 2008-09 2009-10 2010-11 2011-12 2012-13
AD(H)D, Mental Health, LD, ASD
Quebec Context
(Comité interordres, 2013)
Sensory, motor or neurological impairments
Pop Quiz!Which disability currently represents the largest population of students registered with McGill’s Office for Students with Disabilities?
a) Attention Deficit Hyperactivity Disorder
b) Mobility Impairment
c) Mental Health
d) Learning Disability
Organic impairment
15%
Pervasive develop. disorder
1%
Motor impairment
11%
Visual impairment2%
Multiple impairments
17%
Learning disability13%
ADHD13%
Hearing impairment
1%
Mental health disorder
27%
OSD Registered Students
(Office for Students with Disabilities, McGill University, 2012)
What is Universal Design?
• Universal Design = UD
• Originated in the 1960’s in
architecture by Ron Mace
• Each retrofit often solves only
one local problem
• Retrofitting can be costly $$$
• Many retrofits aren’t practical
History and OriginUniversal Design philosophy and theory
• Curb cuts• Access Ramps• Electric Doors• Pictograms• Closed Captions (CC)• Easy use door handles
More Examples of UD
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.”(Connell, B., et al., 1997)
(“Signpost” symbol; blog.thenounproject.com/)
7 Principles of Universal Design1. Equitable use
2. Flexibility in use
3. Simple and intuitive use
4. Perceptible information
5. Tolerance for error
6. Low physical effort
7. Size and space
(Connell, B., et al., 1997)
Inclusion and UD
Accommodation Universal Design
Access is a problem for the individual
Access is a problem because of barriers that exist in the environment
Access is achieved through retrofitting
The environment is designed to be usable by all
Access is retroactive Access is proactive
Access is specialized Access is inclusive
Access is consumable Access is sustainable
Think
• Accessible and non-accessible
environments for you or others you know
• Barriers or access experienced
Pair up and share your experiences
Your Experience of Design
UD to UDLFrom Universal Design (UD)
To Universal Design for Learning (UDL)
UD
UDL UDI UID
Structural environments
Learning environments
Universal Design for Learning
Recognition network:How we gather facts, perceive and categorize the information we are receiving
Provide multiple, flexible methods of presentation
Strategic network:How we organize our ideas, plan tasks and solve problems
Provide multiple, flexible methods of expression
Affective network:How we are motivated, challenged and interested by what we are learning
Provide multiple, flexible options for engagement
(Centre for Applied Special Technology, 2012)
UDL Responds to DiversityDesign learning environments using multiple pathways
with course content for:
◦ perceiving,
◦ engaging,
◦ action & expression
Student Diversity:
age, race, gender, cultural background, learning
preferences, etc.
UDL is proactive course design that creates
flexible, accessible learning environments
for diversity of learners in today’s classroom.
Rethink the averageDesign to the edges
Video link: http://tedxtalks.ted.com/video/The-Myth-of-Average-Todd-Rose-aSection show: 7:30 to 8:42
Chantier 3 Project DescriptionThree-year collaborative project funded by
Quebec government (MEESR) began December 2013
Five Montreal area post-secondary partners
Goals of Project
1. Identify key facilitators & stressors of faculty in their use of the principles of UDL in their teaching practices.
2. Creation of an online, accessible, user-friendly, bilingual toolkit to support faculty in their implementation of the UDL framework.
Follow us on Twitter @UDLChantier3
Project Findings
Environment & Engagement
Interaction with Students
Technology
LMS - Learning Management Systems
ICT - Information Communication Technology
AT - Assistive Technology
Accessibility•“… disability can be framed as a mismatch between the needs of the individual and the service, product or environment offered. It is therefore not a personal trait but a relative condition.
•"… accessibility can be defined as the ability of the system to match the needs of the individual. Whether a system is accessible is relative to the requirements, goal and context of each individual user. As an example, if all information in a class is delivered in audio form, a student who is blind may not be experiencing a disability, while the student who has difficulty understanding the language may be experiencing a disabling barrier.
•"… disability is not one side of a binary but a multifaceted spectrum. Accessibility is also not a separate or segregated part of the design process but an integral part of design that affects all users.”
(Ontario Council of University Libraries, 2014)
• Think About Accessibility Early◦ Design phase
•Legislation/Policies◦ World Wide Web standards WCAG 2.0◦ Accessibility for Ontarians with Disabilities Act, 2005
(AODA)
•Accessible Readings
◦ PDF’s – OCR needed or Scannable option on copy machine
•Open Ed Resources/BC Toolkit◦ BCcampus & Centre for Accessible Post-secondary Education
Resources BC (CAPER-BC). ◦ Open access textbooks
Accessibility
Why libraries?
“Libraries should use strategies based upon the principles of universal design to ensure that library policy, resources and services meet the needs of all people.”(ASCLA)
“To eliminate systemic barriers and deliver equality of opportunity to all Canadians living with disabilities, we will consult with provinces, territories, and other stakeholders to introduce a National Disabilities Act.” (Liberal Party of Canada)
“…promotes the right of people with a print disability to equitable access to all library and information services and supports international and territorial legislation that fights disability discrimination.” (IFLA)
ACRL Standards …awareness of communication needs of different learning styles, and adjusts [accordingly]…
…learner-centered course content…
…integrates appropriate technology into instruction to support experiential and collaborative learning…
…presents instructional content in diverse ways…
…avoids excessive jargon…
…modifies teaching methods and delivery to address different learning styles, language abilities, developmental skills, age groups, and the diverse needs of student learners…
3.1, 6.3, 6.6, 6.7, 9.2, 9.4, 12.2
Library improvement Survey for emerging clientele•Assessment of branch libraries
◦ Checklist with 18 criteria
◦ Based on A checklist for making libraries welcoming, accessible, and usable
◦ Online guide summarizes library environments and describes accessibility features
◦ 8 short videos showing library
Library improvement Survey for emerging clientele•User survey
◦ 10 questions mix of multiple choice, 5 point Likert and open comment
◦ Sent to all 2nd year and above OSD registered students
◦ Distribution of respondents by level of study and faculty was representative of OSD registered students
◦ Internal report used for planning
1. Improvement of privacy-related study space features (66%)
2. Adjustable chairs (49%)
3. Areas for group study for up to 4 students (46%)
4. Adjustable lighting (44%)
5. Adjustable or variable height desks (35%)
Suggested improvements (environment)
Suggested improvements(workshops)
1. Online videos (pre-recorded, with no chat features) (61%)
2. Drop-in, in-person workshops (53%)
3. Webinars (live, with chat features) (32%)
4. Other (3%)
“…I have never used the physical library. To me the library is an internet address and is of no purpose unless it is electronic…” (Visually impaired grad student)
“Walking to the libraries is not very accessible… too many stairs or have to go around the library to access”
“I have not been to a workshop for a while because I find the pace too fast…”
“…Maybe some better sound-proofing or sand-blasted glass would make that room more private.
“Any accessibility features…could also be mentioned during workshops / info sessions for all students to hear”
Video link: https://www.youtube.com/watch?v=CtRY_1mZWWgSection show: 5:36 to 6:20
Think
• Accessible and non-accessible
environments/services for your library users
• Barriers or access experienced by library users
Pair up and share your experiences
Library Users Experience of Design
ReferencesBC Campus OPEN ED (2015). Retrieved from http://open.bccampus.ca/2015/02/26/introducing-the-b-c-open-textbook-accessibility-toolkit/
Burgstahler, Sheryl. (2012). Equal access: Universal design of libraries - A checklist for making libraries welcoming, accessible, and usable. DO-IT. University of Washington. Retrieved from http://www.washington.edu/doit/Brochures/Academics/equal_access_lib.html
Canadian University Survey Consortium. (2011). CUSC 2011 undergraduate university student survey: master report. Retrieved from http://www.cusc-ccreu.ca/publications.htm
Chodock, T., & Dolinger, E. (2009). Applying universal design to information literacy: Teaching students who learn differently at Landmark College. Reference & User Services Quarterly, 49(1), 24-32. http://www.jstor.org/stable/20865172
Comité interordres. (2013). Integrer les nouvelles populations etudiantes en situation de handicap aux etudes superieures: Mission possible! Retrieved from https://docs.google.com/file/d/0B2z2oz4ckHW6RldJYW5YcVEwNjQ/edit
Connell, B., R., Jones, M., et al. (1997). The principles of universal design. Retrieved from http://www.ncsu.edu/www/ncsu/design/sod5/cud/about_ud/udprinciplestext.htm
Ontario Council of University Libraries. (2014). Accessibility information toolkit for libraries. Retrieved from http://ocul.on.ca/accessibility/
Web Content Accessibility Guidelines (WCAG) 2.0 (2008). Retrieved from http://www.w3.org/TR/WCAG20/
Zhong, Y. (2012). Universal Design for Learning (UDL) in Library Instruction. College & Undergraduate Libraries, 19(1), 33-45. doi: 10.1080/10691316.2012.652549
![[Global HR Forum 2014] Forging a New Path for Jobs into Our Symbiotic Future](https://img.pdfslide.net/doc/110x75/558cda6ad8b42ad0118b45a9/global-hr-forum-2014-forging-a-new-path-for-jobs-into-our-symbiotic-future.jpg)
