DO-IT - Fieldwork

Accommodation Resources: Fieldwork

kcl — Wed, 09 Jul 2014 22:18:31 +0000

Fieldwork

kcl — Thu, 19 Jun 2014 02:13:12 +0000

Students with disabilities need access to fieldwork experiences that are part of course or program requirements. Instructors who assign these experiences need to make sure that fieldwork sites, supplementary materials, and related assignments are accessible to students with a range of hearing, visual, health, mobility, psychiatric, attention, and learning differences.

Fieldwork experiences may pose challenges for students with disabilities. For example, transportation to the site, as well as access to the fieldwork site or building may be problematic for a student with a mobility impairment. A student who is blind may need orientation to a new environment prior to the fieldwork experience. Likewise, a student with a health impairment may have difficulty with a full-time schedule or fieldwork locations that involve travel or overnight stays. Educational institutions should make reasonable accommodations for students with disabilities in all fieldwork opportunities they offer. Accommodations for students with disabilities will vary based on student needs, the fieldwork site, and the fieldwork requirements. It is important that instructors are flexible when planning fieldwork assignments.

Some individuals with disabilities will need the same accommodations at a fieldwork site that they use to complete academic work. For example, a student who is blind may need Braille, audiotapes, or an adapted computer system to access printed material. For other students, new responsibilities and environments create new challenges and potential barriers.

Instructors should review the accessibility of selected fieldwork sites and requirements early in the course planning process. Reviewing the requirements and designing activities so that they are accessible to students with a wide variety of abilities and disabilities will reduce or eliminate the need for special accommodations. Instructors and support staff can also invite students with disabilities to discuss their needs before the fieldwork to help with timely development of appropriate alternatives.

Cooperative efforts between the student, instructor, and support staff can help to ensure that fieldwork experiences are successful. Examples of fieldwork accommodations that apply to students with a variety of disabilities include:

fieldwork sites in accessible locations
accessible transportation to and from the fieldwork location
extended time to complete fieldwork assignments
flexible attendance requirements
detailed orientation to the fieldwork site, especially for students with visual impairments
group fieldwork activities
printed material in large-print, in Braille, and/or online
sign language interpreters and/or real-time captioning
access to computers and assistive technology as needed

Check Your Understanding

Consider the following example. A university student who uses a wheelchair for mobility needs to collect water samples during a biology field trip. It requires hiking forest trails that are not accessible for the student. What accommodations would be appropriate for this student? Choose a response.

Waive the field trip requirement.
Allow him to complete an alternative assignment.
Change the fieldwork site to a more accessible location.
Change the fieldwork assignment.
Have the student work with a partner to collect the field samples.

Responses:

Waive the field trip requirement.
This would not be an appropriate choice as the student would likely miss essential coursework and requirements due to his inability to participate.
Allow him to complete an alternative assignment.
An alternative assignment would be appropriate if the site cannot be made accessible to the student. It is important to keep the main goals and objectives of the course in mind when deciding on substitutions. For example, in this case, is the sample collection just as important as the analysis, or is the analysis the priority?
Change the fieldwork site to a more accessible location.
You could make sure a site is accessible to all students before you select it as a fieldwork site. By designing your course for students with a wide range of abilities and disabilities in mind, the need for assignment substitutions or accommodations may be reduced or eliminated.
Change the fieldwork assignment.
You are not required to alter your course or course requirements for a student with a disability. When planning your course, however, you may want to consider if the requirements could be met in a different location or with a different assignment with little or no accessibility issues, keeping in mind principles of universal design of instruction.
Have the student work with a partner to collect the field samples.
This would be an appropriate choice as long as the student with a disability remains an active participant in the process and does not miss key course content or requirements.

More Information

Explore DO-IT Publications, Knowledge Base articles, and websites on this topic at Accommodation Resources: Fieldwork. To learn about accommodations for a specific disability, select from the list below.

Job Accommodation Network (JAN)

daniel — Tue, 17 Jun 2014 18:59:47 +0000

JAN (Job Accommodation Network)

Legal information, specific job accommodations, and information links on disability and employment.

Issue:

Disability Awareness/Identity

Life Phase:

College

Pre-college

External Resource Topic:

Jobs

Academic Activity:

Work-Based Learning

Fieldwork

Working Together: Faculty and Students with Disabilities

kcordy — Tue, 08 Apr 2014 20:25:38 +0000

Working-Together-Faculty-Students-Disabilities.pdf

Legal Issues

Section 504 of the Rehabilitation Act of 1973 and the Americans with Disabilities Act of 1990 and its 2008 Amendments prohibit discrimination against individuals with disabilities. According to federal law, no otherwise qualified individual with a disability shall, solely by reason of his or her disability, be excluded from the participation in, be denied the benefits of, or be subjected to discrimination under any program or activity of a public entity.

"Qualified" with respect to postsecondary educational services, means "a person who meets the academic and technical standards requisite to admission or participation in the education program or activity, with or without reasonable modifications to rules, policies or practices; the removal of architectural, communication or transportation barriers; or the provision of auxiliary aids and services."

"Person with a disability" means "any person who (1) has a physical or mental impairment which substantially limits one or more major life activities [including walking, seeing, hearing, speaking, breathing, learning, and working], (2) has a record of such an impairment, or (3) is regarded as having such an impairment.”

Disabilities covered by this legislation include (but are not limited to) AIDS, cancer, cerebral palsy, diabetes, epilepsy, head injuries, deafness or other hearing-related disabilities, specific learning disabilities, loss of limbs, multiple sclerosis, muscular dystrophy, psychiatric disorders, speech-related disabilities, spinal cord injuries, blindness, and low vision.

Accommodations

The student with a disability is the best source of information regarding necessary accommodations. In postsecondary settings, it is the student's responsibility to request disability-related accommodations from a campus office that informs instructors of the approved accommodations for that student. Most campuses have a statement that a faculty member can include on their syllabus to inform students of the services of this office. Faculty can also include a statement that invites any student to discuss their academic needs with them. If a student requests a disability-related accommodation or alteration directly from a faculty member, the faculty member is best advised to refer the student to the campus disability office.

Universal Design

An instructor can proactively apply universal design (UD) principles to their course to make it more accessible to students with disabilities and thus minimize the need for accommodations. UD can be applied to the overall design of instruction as well as to specific instructional materials and strategies to improve access for everyone. UD is defined as "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" (Source).

Examples of UD include captions on video presentations that benefit students who are deaf, hard of hearing, those whose first language is not English, people with some types of learning disabilities, and many others. Examples of how UD can be applied to improve class climate; physical access, usability, and safety; delivery methods; information resources; interaction; feedback; and assessment can be found in Equal Access: Universal Design of Instruction. More information about how UD can be applied to instruction, technology, services, physical spaces, and other aspects of higher education can be found at The Center for Universal Design in Education.

Examples of Access Solutions

Some common examples of access solutions or accommodations are provided below; however, it’s important to be aware that campus disability offices consider a student’s individual situation. For that reason, the campus disability office may conclude that a less common approach may be necessary.

Low Vision

Seating near the front of the class
Large print handouts, lab signs, and equipment labels
Monitor connected to the microscope or other lab equipment to enlarge images
Class assignments made available in an accessible electronic format
Screen magnification software

Blindness

Course materials in braille or an accessible electronic format
Verbal descriptions of visual aids, charts, graphs, and other images
Raised-line drawings and tactile models of graphic materials
Braille equipment labels, auditory lab warning signals
Adaptive lab equipment (e.g., talking thermometers, calculators, light probes, and tactile timers)
Computer with optical character recognition, screen reader, braille embosser, and braille printer

Hearing Impairment

Interpreter, real-time captioning, FM system
Notetaker
Visual aids Written assignments, lab instructions, summaries, notes
Use of email for class and private discussions
Visual warning system for lab emergencies

Learning Disability

Notetaker and/or audio-taped class sessions
Captioned films
Extra exam time, alternative testing arrangements
Visual, aural, and tactile instructional demonstrations
Computer with voice output, spellchecker, and grammar checker

Mobility Impairment

Notetaker, lab assistant, group lab assignments
Classrooms, labs, and field trips in accessible locations
Adjustable tables, lab equipment located within reach
Lengthened pull-chains on safety showers
Class assignments made available in electronic format
Computer equipped with special input device (e.g., voice input, alternative keyboard)

Health Impairment

Note takers
Flexible attendance requirements
Extra exam time
Assignments made available in electronic format
Use of email to facilitate communication

Useful Teaching Techniques

Below you will find examples of teaching techniques in the classroom, laboratory, examinations, and fieldwork that benefit all students, but are especially useful for students who have disabilities.

Classroom

Select course materials early so that students and the campus disabled student services office staff have enough time to translate them to an accessible format.
Make syllabi, short assignment sheets, and reading lists available in electronic format.
Design course web pages to be accessible to students with disabilities.
Face the class when speaking. Repeat discussion questions.
Write key phrases and lecture outlines on the blackboard or overhead projector.

Laboratory

Take the student on a tour of the lab they will be working in. Discuss safety concerns.
Assign group lab projects in which all students contribute according to their abilities.
Arrange lab equipment so that it is accessible to and visible by everyone.
Give oral and written lab instructions.

Examination and Fieldwork

Ensure that exams test the essential skills or knowledge indicated by the objectives for the class.
Some students will require extra time to transcribe or process test questions. Follow campus policies regarding extra time on examinations.
Attempt to include students in fieldwork opportunities, rather than automatically suggesting non-fieldwork alternatives. Ask students how they might be able to engage in specific aspects of fieldwork.

Videos

The videos, Working Together: Faculty and Students with Disabilities, Building the Team: Faculty, Staff, and Students Working Together, and Equal Access: Universal Design of Instruction may all be freely viewed online.

About DO-IT

DO-IT (Disabilities, Opportunities, Internetworking, and Technology) serves to increase the successful participation of individuals with disabilities in challenging academic programs. Primary funding for DO-IT is provided by the National Science Foundation, the State of Washington, and the U.S. Department of Education.

Grants and gifts fund DO-IT publications, videos, and programs to support the academic and career success of people with disabilities. Contribute today by visiting the donation portal online or sending a check to DO-IT, Box 354842, �r��, Seattle, WA 98195-4842.

For further information, to be placed on the DO-IT mailing list, or to make comments or suggestions about DO-IT publications or web pages contact:

DO-IT
�r��
Box 354842
Seattle, WA 98195-4842
doit@uw.edu
/doit/
206-685-DOIT (3648) (voice/TTY)
888-972-DOIT (3648) (voice/TTY)
206-221-4171 (fax)
509-328-9331 (voice/TTY) Spokane
Founder and Director: Sheryl Burgstahler, Ph.D.

DO-IT Funding and Partners

An Accommodation Model

teasler3 — Mon, 07 Apr 2014 23:42:28 +0000

Accommodation-Model.pdf

An approach for addressing needs of individuals with disabilities

The Americans with Disabilities Act of 1990, its amendments, and other federal and state legislation require that schools make programs accessible to students with disabilities. Disability-related accommodations are unique to each individual. With appropriate accommodations, students with disabilities can be challenged to reach the same high academicstandards set for students without disabilities. DO-IT's Accommodation Model and Student Abilities Profile are tools that can help teachers work with students to create an optimum learning environment.

The Process

It is helpful to have a process to follow when determining appropriate accommodations for students with disabilities. DO-IT has developed a model process and a Student Abilities Profile form for creating effective accommodations.

The Accommodation Model can be used by any instructor and is composed of the following four steps (Burgstahler, 2006, pp. 49-50; Burgstahler & Nourse, 1998, pp. 65-66).

Step #1: What does the task or assignment require?

Break down all of the components of the experiment, assignment, or exercise. As an educator, you are usually focused on the overall outcome of the project. To accommodate a student with a disability it's important to think about the specific settings, tools, skills, and tasks that are required at each step. By analyzing and evaluating the task thoroughly, you will be able to determine how best to fully and effectively include a student with a specific disability.

Step #2: What physical, sensory, and cognitive skills are needed?

Match the tasks required to the physical, sensory, and cognitive skills needed to successfully complete the project. It is easy to say, "If I had a physical, sensory, or cognitive disability I would not be able to complete this assignment," without really determining what skills are needed for specific aspects of the project. We need to separate the real requirements of a specific task from the fictional or perceived requirements of the overall project. It is impossible to place yourself in the shoes of the student with a disability. They may have learned many ways to solve a specific problem or task and work around the limitations imposed by the disability.

Step #3: What components of the task require accommodation?

Once the task has been analyzed and the skills needed are identified, determine what accommodations may be required or how the learning experience might be altered to make it more accessible. Determine the level of difficulty of the project and determine how best to make an accommodation to create an inclusive environment for a student with a disability. It is very important to consult with the student, to determine what they perceive as aspects of a project that they may need an accommodation or assistance.

Step #4: What accommodation options exist?

Now that the tasks that need accommodation have been determined, identify what resources exist for providing the needed accommodation(s). The student may have some good ideas. However, this is a time when other staff and professionals may have expertise in specific areas and be called on to provide input. In some cases, having students work in groups where each person is assigned a task that they have the ability to complete, provides a reasonable alternative.

The Student Abilities Profile

The Student Abilities Profile form is designed to help you determine a student's abilities and break down the individual components of an assignment. The form asks you to briefly describe the student; the classroom or laboratory environment; equipment or supplies needed; physical, sensory, and cognitive skills needed for the task; possible accommodations; and available professional and external resources. Examples of completed forms for specific students can be found at the DO-IT Student Ability Profile page.

Student Abilities Profile

Narrative Regarding Student and Accommodation Issues:

Task/Assignment:

Equipment: (lab equipment, computer, manipulatives)

Environment: (fumes, odors, dust, temperature, noise, group work)

Physical Challenges

Accommodations Needed

Options and Resources

Sensory Challenges

Accommodations Needed

Options and Resources

Cognitive Challenges

Accommodations Needed

Options and Resources

Physical, Sensory, & Cognitive Issues and Challenges

Physical Issues

Think of the required physical aspects of the task. What will make the environment accessible, keep the student safe and allow them to be an active participant? What equipment must be manipulated?

Physical Challenges

lift / carry
stamina / endurance
push / pull
knee / squat
reach
repetitive tasks
fine motor: pinch / grasp
fine motor: manipulate / maneuver
gross motor
sit in chair
walk / stand
balance
bend / twist
stoop / crouch
other

Sensory Issues

Think of room temperature, noise, fumes, dust, odors, and allergies. Also consider the ability to speak and/or communicate, and the visual aspects of the task or assignment.

Sensory Challenges

vision
hearing
touch
smell
taste
oral communication
temperature
fumes
external stimuli
lighting
other

Cognitive Issues

What memory and communication skills are needed? What is the level of complexity of the task.

Cognitive Challenges

short term memory
long term memory
task complexity
reading
writing
spelling
string of numbers (math)
paying attention
visual, auditory, or kinesthetic learner.
self-esteem / advocacy issues
behavior issues / acting out
other

Universal Design

Building accessibility features into an environment or service, such as a science or math class, can make it more usable by all students. For example, having one workstation in a science lab that is adjustable in height makes the space accessible to future students who might use wheelchairs, or be large or small in stature. More information about and examples of universal design can be found at the Applications of Universal Design web page.

One Science Teacher's Experiences with the Accommodation Model andStudent Abilities Profile

So what do l do when a student with a disability actually walks or rolls through the doorway? I use DO-IT's Accommodation Model andStudent Abilities Profile. I take time at the beginning of the year to sit down with the student and the student's special education teacher. This meeting is well worth the effort.

I consult with the expert, the student, when filling out the Profile. Some of the accommodations that the student and I discuss may be as simple as photocopying lecture notes, creating a lap desk for a student who uses a wheelchair to allow them to use a microscope, providing access to safety equipment, or having handouts enlarged. Using this method, I am better able to understand how the student learns best and what specific accommodations will be most effective.

Following is an example of how I used the Accommodation Model and Student Abilities Profile with a student named Alice, who has Attention-Deficit/Hyperactivity Disorder (AD/HD). The specific task is alloying zinc and copper. Notes on the four questions presented in theAccommodation Model are provided below (Burgstahler, 2006, pp. 52-53; Burgstahler & Nourse, 1998, p. 96-98).

Step 1: The task requires the ability to:

use small letters
follow directions
follow safety procedures
use a scale
use a hot plate
use a Bunsen burner
write observations

Step 2: The physical, sensory, and cognitive skills needed for the task include the following:

Physical challenges:

fine motor grasp/manipulation
sitting
walking/standing

Sensory challenges:

vision
touch
smell

Cognitive challenges:

complex thinking
reading
writing
attention span
behavior that ensures safety

Step 3: Components of the task that require accommodation for Alice include the following:

Physical:

Alice needs no physical accommodations.

Sensory:

There will need to be some accommodations for sensory issues, such as dimming lights, limiting external stimulation, and sitting next to quieter students.

Cognitive:

Alice will need accommodations to help breakdown complex tasks and focus on the activities.

Step 4: Accommodation options include the following:

I will make sure that Alice is near me when I explain directions.
If the lab is set up in advance, I will not put the items in front of Alice because she will play with the equipment rather than pay attention.
I will make sure she has a responsible partner for the lab and give her the directions two or three steps at a time. When she finishes a set of steps, she can have the next set. This way I know she is following the directions and not jumping around just to get done. It also means that she is checking in with me even if I can't check on her every ten minutes.
When the students begin to work, I will check with Alice and make sure she has heard all of the safety issues before starting.
Every time Alice does a good job in the lab, I will make sure to tell her.

These notes can be used while completing the Student Abilities Profile for Alice. Her form, along with more examples of Student Abilities Profiles created by DO-IT staff and collaborators (Burgstahler, 2006, pp.55-80; Burgstahler & Nourse, pp. 69-94). The completed Student Abilities Profile provides a record with a focus on what the student's abilities are and what they may need assistance with. It can be kept in the student's file and used for reference throughout the year to make sure that the student participates to the fullest extent possible in all activities.

References

The content of this handout has been replicated in other DO-IT publications that include the following:

Burgstahler, S. (Ed.) (2006). Making math, science, and technology instruction accessible to students with disabilities. Seattle: DO-IT, �r��. www.washington.edu/doit/making-math-science-and-technology-instruction-accessible-students-disabilities.

Burgstahler, S. & Nourse, S. (Eds.) (1998). Accommodating students with disabilities in math and science classes. Seattle: DO-IT, �r��.

Additional Resources

More examples of accommodations for students with disabilities can be found in the DO-IT publications. These include:

For information on a proactive approach to serving students with disabilities, consult The Center for Universal Design in Education.

About DO-IT

DO-IT (Disabilities, Opportunities, Internetworking, and Technology) serves to increase the successful participation of individuals with disabilities in challenging academic programs such as those in science, engineering, mathematics, and technology. Primary funding for DO-IT is provided by the National Science Foundation, the State of Washington, and the U.S. Department of Education. DO-IT is a collaboration of UW Information Technology and the Colleges of Engineering and Education at the �r��.

Grants and gifts fund DO-IT publications, videos, and programs to support the academic and career success of people with disabilities. Contribute today by sending a check to DO-IT, Box 354842, �r��, Seattle, WA 98195-4842.

Your gift is tax deductible as specified in IRS regulations. Pursuant to RCW 19.09, the �r�� is registered as a charitable organization with the Secretary of State, state of Washington. For more information call the Office of the Secretary of State, 1-800-322-4483.

To order free publications or newsletters use the DO-IT Publications Order Form; to order videos and training materials use the Videos, Books and Comprehensive Training Materials Order Form.

For further information, to be placed on the DO-IT mailing list, request materials in an alternate format, or to make comments or suggestions about DO-IT publications or web pages contact:

DO-IT
�r��
Box 354842
Seattle, WA 98195-4842
doit@uw.edu
www.uw.edu/doit/
206-685-DOIT (3648) (voice/TTY)
888-972-DOIT (3648) (voice/TTY)
206-221-4171 (fax)
509-328-9331 (voice/TTY) Spokane

Founder and Director: Sheryl Burgstahler, Ph.D.

DO-IT Funding and Partners

Acknowledgment

Creation of these materials was funded by the Dwight D. Eisenhower Professional Development Program through the Washington State Office of the Superintendent of Public Instruction (Grant #GR-91915) and the National Science Foundation (Grant #CNS-0540615, #9800324, #9950003). Any questions, findings, and conclusions or recommendations expressed in this material are those of the author and do not necessarily reflect the views of the federal government.

Working Together: Teaching Assistants and Students with Disabilities

teasler3 — Mon, 07 Apr 2014 22:46:03 +0000

Working-Together-Teaching-Assistants-Students-Disabilities.pdf

Legal Issues

Disabilities covered by legislation include (but are not limited to) AIDS, cancer, cerebral palsy, diabetes, epilepsy, head injuries, deafness or other hearing-related disabilities, specific learning disabilities, loss of limbs, multiple sclerosis, muscular dystrophy, psychiatric disorders, speech-related disabilities, spinal cord injuries, blindness, and low vision.

Accommodations

The student with a disability is the best source of information regarding necessary accommodations. In postsecondary settings it is the student's responsibility to request disability-related accommodations from a campus office that informs instructors of the approved accommodations for that student. Most campuses have a statement that a faculty member can include on their syllabus to inform students of the services of this office. Faculty can also include a statement that invites any student to discuss their academic needs with them. If a student requests some form of accommodation or alteration due to disability directly from a faculty member, the faculty member is best advised to refer the student to the campus disability office.

Universal Design

Examples of Access Solutions

Low Vision

Seating near front of the class
Large print handouts, lab signs, and equipment labels
Monitor connected to microscope to enlarge images
Class assignments made available in an accessible electronic format
Screen magnification software

Blindness

Course materials in braille or an accessible electronic format
Verbal descriptions of visual aids, charts, graphs, and other images
Raised-line drawings and tactile models of graphic materials
Braille equipment labels, auditory lab warning signals
Adaptive lab equipment (e.g., talking thermometers, calculators, light probes, and tactile timers)
Computer with optical character recognition, screen reader, braille embosser, and Braille printer

Dead and Hard of Hearing

Sign language interpreter, real-time captioning, and/ or FM system
Notetaker
Visual aids
Written assignments, lab instructions, summaries, notes
Use of email for class and private discussions
Visual warning system for lab emergencies

Learning Disability, Attention Deficits, and Autism

Notetaker and/or recorded class sessions
Captioned films
Extra exam time, alternative testing arrangements
Visual, aural, and tactile instructional demonstrations
Computer with text-to-speech software, spellchecker, and grammar checker

Mobility-Related Disability

Notetaker, lab assistant, group lab assignments
Classrooms, labs, and field trips in accessible locations
Adjustable tables, lab equipment located within reach
Lengthened pull-chains on safety showers
Class assignments made available in electronic format
Computer equipped with special input device (e.g., voice input, alternative keyboard)

Health-Related and Mental Health-Related Disability

Notetakers
Flexible attendance requirements
Extra exam time
Assignments made available in electronic format

Teaching Tips

Below you will find examples of teaching techniques in the classroom, laboratory, examinations, and fieldwork that benefit all students, but are especially useful for students who have disabilities.

Classroom

Select course materials early so that students and the campus disabled student services office staff have enough time to translate them to an accessible format.
Make syllabi, short assignment sheets, and reading lists available in electronic format.
Design course web pages to be accessible to students with disabilities.
Face the class when speaking. Repeat discussion questions.
Write key phrases and lecture outlines on the blackboard or overhead projector.

Laboratory

Take the student on a tour of the lab they will be working in. Discuss safety concerns.
Assign group lab projects in which all students contribute according to their abilities.
Arrange lab equipment so that it is accessible to and visible by everyone.
Give oral and written lab instructions.

Examination and Fieldwork

Ensure that exams test the essential skills or knowledge indicated by the objectives for the class.
Some students will require extra time to transcribe or process test questions. Follow campus policies regarding extra time on examinations.
Attempt to include students in fieldwork opportunities, rather than automatically suggesting non-fieldwork alternatives. Ask students how they might be able to engage in specific aspects of fieldwork.

Videos

About DO-IT

DO-IT (Disabilities, Opportunities, Internetworking, and Technology) serves to increase the successful participation of individuals with disabilities in challenging academic programs. Primary funding for DO-IT is provided by the National Science Foundation, the State of Washington, and the U.S. Department of Education.

For further information, to be placed on the DO-IT mailing list, or to make comments or suggestions about DO-IT publications or web pages contact:

DO-IT Funding and Partners

Equal Access: Universal Design of Instruction

teasler3 — Mon, 07 Apr 2014 21:36:33 +0000

EA_Instruction.pdf

By:

Burgstahler, S.

A Checklist for Inclusive Teaching

The universal design of instruction (UDI) framework is gaining increased attention and application by educational researchers and practitioners at K-12 and postsecondary levels. UDI means that, rather than designing for the average student, you design instruction for potential students who have broad ranges with respect to ability, disability, age, reading level, learning style, native language, race, and ethnicity. Regarding students with disabilities, UDI challenges the instructor to go beyond legal compliance to proactively make all aspects of instruction, including class climate, interaction, physical environments and products, delivery methods, information resources and technology, feedback, and assessment.

Components of the UDI Framework include scope, definition, process, principles, guidelines, and practices. You can flesh out this framework to build a toolkit for applying UDI. The scope of UDI comprises all facilities, curricula, pedagogies, activities, and technologies used to help students learn.

UDI Definition

A definition that can be used for the application of the UDI, modified from the basic definition of UD, is the design of teaching and learning products and environments “to be usable by all people, to the greatest extent possible, without the need for adaptation or specialized design.”

UDI Process

To apply UDI, instructors should consider the potential variation in individual skills, learning styles and preferences, age, gender, sexual orientation, culture, abilities, and disabilities as they select appropriate content and strategies for the delivery of instruction and then apply universal design to all course activities and resources. Specifically, an instructor needs to

Identify the course and evidence-based teaching practices. Describe the course, learning objectives, and content. Adopt overall teaching and learning philosophies (e.g., constructivism) and evidence- based practices (e.g., active learning).
Consider the diverse characteristics of potential students. Describe the population of students eligible to enroll in the course and then consider their potential diverse characteristics—with respect to gender; age; ethnicity; race; native language; learning preferences; size; abilities to see, hear, walk, manipulate objects, read, speak—and the challenges they might encounter in your course.
Integrate UDI with evidence-based teaching practices. Apply UDI strategies (underpinned by relevant UDHE principles) in concert with evidence- based instructional practices in the choice of teaching methods, curricula, and assessments as well as to all teaching practices and materials to maximize the learning of students with diverse characteristics.
Plan for accommodations. Learn campus procedures for addressing accommodation requests (e.g., arranging for sign language interpreters) from specific students for whom the course design does not already provide full access. Include information about how students can request accommodations in the syllabus.
Evaluate. Monitor the effectiveness of instruction through observation and assessments of learning and collect formative feedback from students. Make modifications based on the results. Return to step 3 if your evaluation suggests further improvements to your course should be made.

UDI Principles and Practices

The Principles of UD, developed by the Center for Universal Design, encourage the development of products and environments that promote (1) equitable use, (2) flexibility in use, (3) simple and intuitive use, (4) perceptible information, (5) tolerance for error, (6) low physical effort, and (7) size and space for approach and use. A related, but more specific application, Universal Design for Learning (UDL), provides “a framework for designing curricula that enable all individuals to gain knowledge, skills, and enthusiasm for learning. UDL provides rich supports for learning and reduces barriers to the curriculum while maintaining high achievement standards for all.” UDL guidelines, developed by CAST, promote the development of curriculum that includes (1) multiple means of representation, (2) multiple means of action and expression, and (3) multiple means of engagement. The Web Content Accessibility Guidelines (WCAG) can be used to ensure that IT used for instructional practice is accessible and usable for students with disabilities. They are supported by a foundation of four principles that result in IT that is perceivable, operable, understandable, and robust.

UDI embraces UD, UDL, WCAG principles and applies them to all aspects of instruction, including physical spaces, pedagogy, and IT and ensures each UDI practice is accessible, usable and inclusive.

UDI Practices

The following checklist provides examples of UDI practices. Numbers in brackets at the end of items in the checklist refer to UD, UDL, and WCAG principles to which the practice is most relevant.

Class Climate

Adopt practices that reflect high values with respect to diversity, equity, and inclusion.

Welcome everyone. Create a welcoming environment for all students. Learn students’ names. Build rapport. Encourage the sharing of multiple perspectives. Demonstrate and demand mutual respect. Include a civility statement with behavioral expectations in the syllabus. [UD 1; UDL 3]
Avoid stereotyping. Offer instruction and support based on student performance and requests, not simply on assumptions that members of certain groups (e.g., students with certain types of disabilities or from specific racial or ethnic groups) will automatically do well or poorly or require certain types of assistance. [UD 1]
Be approachable and available. Welcome questions, seek out a student’s point of view, and respond patiently. Encourage students to meet with you, maintain regular office hours, and suggest alternatives when student schedules conflict with those hours. [UD 1, 5; UDL 3]
Motivate all students. Use teaching methods and materials that are motivating and relevant to students with diverse characteristics, such as age, gender, cultures, and interests. [UD 1; UDL 3]
Address individual needs in an inclusive manner. Both on the syllabus and in class, invite students to meet with you to discuss disability-related accommodations and other learning needs.
On the syllabus, list URLs and other contact information for tutoring and writing centers, disability services, and other campus services that may be helpful. [UD 1, 2; UDL 1]
Avoid segregating or stigmatizing any student. Do not draw undue attention to a difference (e.g., disability) or share private information (e.g., a specific student’s accommodation). [UD 1; UDL 2, 3]

Interaction

Encourage regular and effective interactions between students and the instructor, employ multiple communication methods, and ensure that communication methods are accessible to all participants.

Offer multiple options for communication and collaboration. Employ interactive teaching techniques. Use in-person, phone, and multiple electronic communication methods when possible. Make interactions accessible to all participants, including those with disabilities. When meeting on site, face the class, speak clearly, consider using a microphone, and make eye contact with students. [UD 1, 2, 4, 5; UDL 2, 3; WCAG]
Require inclusive cooperative learning. Assign group work for which learners must engage using a variety of skills and roles. Encourage different ways for group members to interact with each other, insist that all students participate, and facilitate their engagement as needed to ensure that participants communicate in ways that are accessible to and inclusive of all group members. [UD 1, 2, 4, 5; UDL 3; WCAG]

Physical Environments and Products

For on-site instruction ensure that facilities, activities, materials, and equipment are physically accessible to and usable by all students and that diverse student characteristics are addressed in safety considerations.

Ensure physical access to facilities. Use classrooms, labs, workspaces, and fieldwork sites that are accessible to individuals with a wide range of physical abilities. [UD 6, 7; UDL 1, 3]
Arrange instructional spaces to maximize inclusion and comfort. Position chairs to encourage participation and give each student a clear line of sight to the instructor and visual aids. Allow room for wheelchairs, personal assistants, sign language interpreters, and captionists. Minimize distractions (e.g., put small groups in quiet work areas). Encourage administrators to routinely apply UD principles in the design of facilities and renovations. [UD 2, 6, 7; UDL 1, 3]
Ensure that everyone can use equipment and materials. Minimize nonessential physical effort. Provide options for operation of equipment, handles, locks, cabinets, and drawers from different heights, with different physical abilities, and by using a right or left hand. Use large print to label controls on lab equipment and other educational aids, using symbols as well as words. Provide straightforward spoken and printed directions for operation. [UD 3–7; UDL 2; WCAG]
Ensure safety. Consider potential issues for people with specific disabilities in emergency situations. Develop procedures for all potential students, including those who are blind, deaf,
or wheelchair users. Label safety equipment in simple terms, in large print, and in a location viewable from a variety of angles. Provide spoken and printed safety instructions. [UD 3, 4, 6, 7]

Delivery Methods

Use multiple instructional methods that are accessible to all learners.

Make content relevant. Put learning in context. Incorporate multiple examples and perspectives to make specific concepts relevant to individuals with diverse characteristics such as age, ability, gender, ethnicity, race, socioeconomic status, and interests. [UD 1; UDL 1, 3]
Select flexible curriculum. Choose textbooks and other curriculum materials that address the needs of students with diverse abilities, interests, and learning preferences; are well organized; emphasize important points; provide references for gaining background knowledge; include indices and glossaries; and have chapter outlines, study questions, and practice exercises. Consider the use of digital materials that provide feedback, background information, vocabulary, and other supports based on student responses. [UD 2–5; UDL 1, 3; WCAG]
Provide cognitive supports. Summarize major points; give background and contextual information and deliver effective prompting. Offer outlines, summaries, graphic organizers, and other scaffolding tools to help students learn. Provide options for gaining background information, and vocabulary. At the beginning of a lesson, consider posing one or two questions and ask students to answer them at the end of the session. [UD 2–5; UDL 1–3; WCAG]
Provide multiple ways to learn. Use multiple modes to deliver content e.g., reading, lectures, collaborative learning, small group discussions, hands-on activities, internet simulations, and fieldwork). [UD 2–4; UDL 1, 2; WCAG]
Deliver instructions clearly and in multiple ways. Make instructions clear in the syllabus and follow up with a question and answer session. Ask students to summarize instructions to ensure understanding. [UD 3, 4; UDL 1; WCAG]
Use large visual and tactile aids. Use large manipulatives and images to demonstrate content; use a computer to enlarge microscope images. [UD 3, 4; UDL 1; WCAG]
Make each teaching method accessible to all students. Consider a wide range of abilities, interests, learning styles, and experiences when implementing each instructional method to ensure engagement of all students. Describe content presented visually. [UD 2, 4, 5; UDL 1, 2; WCAG]

Information Resources and Technology

Ensure that course materials, notes, and other information resources are engaging, flexible, and accessible for all students.

Select materials early. Choose materials and prepare a syllabus early to allow students the option of beginning to read materials and work on assignments before the course begins and time to arrange for alternative formats. [UD 4; UDL 1; WCAG]
Provide content in accessible, universally designed formats. Select or create materials (including textbooks, syllabi, lesson pages, presentation materials) that are universally designed. For example, use electronic materials that are text-based, have flexible features, use formatted headings and lists, describe content within images, have consistent layouts and organization schemes, whose link text describes its destination, use large sans serif fonts on uncluttered pages with plain backgrounds, and incorporate color combinations that are high contrast and can be distinguished by people with color blindness. Use captioned videos and provide transcriptions for audio presentations. Apply accessibility standards to websites. [UD 4; UDL 1; WCAG]
Accommodate a variety of reading and technology, skills. Present content in a logical, straightforward manner and in an order that reflects its importance. Avoid unnecessary jargon and complexity and define new terms when they are presented. Create materials in simple, intuitive formats. Provide options for gaining the technology skills needed for course participation. Share relevant campus resources with students. [UD 3, 4; UDL 1]
Ensure the availability of appropriate assistive technology. If computer or science labs are used, ensure that assistive technology for students with disabilities is available or can be readily acquired. [UD 2, 4, 6, 7; UDL 1, 2; WCAG]

Feedback and Assessment

Regularly assess students’ progress, provide specific feedback on a regular basis using multiple accessible methods and tools, and adjust instruction accordingly.

Set clear expectations. Keep academic standards consistent for all students, including those who require accommodations. Provide clear statements of expectations for the course, individual assignments, deadlines, and assessment methods. Include straightforward grading rubrics for assignments. [UD 3; UDL 3]
Test in the same manner in which you teach. Ensure that a test measures what students have learned and not their ability to adapt to a new format or style of presentation. [UD 3; WCAG]
Minimize time constraints when appropriate. Plan for variety in the ability of students to complete work by describing assignments well in advance of due dates, ideally in the syllabus. Allow extended time on tests, unless speed is an essential course objective. [UD 2, 3]
Offer regular feedback and corrective opportunities. Allow students to turn in parts of large projects for feedback before the final project is due. Give students resubmission options to correct errors in assignments and exams. Arrange for peer feedback when appropriate. [UD 5; UDL 2, 3]
Provide multiple ways for students to demonstrate what they have learned. Assess group and cooperative performance, as well as individual achievement. Consider using traditional tests with a variety of item types (e.g., multiple choice, essay, short answer), group work, demonstrations, portfolios, term papers, and presentations as options for demonstrating knowledge. Provide students choices in assessment methods when appropriate. [UD 2, 4; UDL 3; WCAG]
Monitor and adjust. Regularly assess students’ background knowledge and current learning informally (e.g., through class discussions) and formally (e.g., through frequent, short exams), and adjust instructional content and methods accordingly. [UD 5]
Provide sample test questions, exemplary work, and study guides. Consider sharing sample test questions with answers and exemplary work of previous students, discussing how to study for course exams, and providing study guides. [UD 3; UDL 3; WCAG]

Accommodations

Plan for accommodations for students whose needs are not fully met by the instructional content and practices.

Know how to arrange for accommodations. Learn campus protocols for getting materials in alternate formats, captioning videos, and arranging for other accommodations for students with disabilities. [UD 1, 2, 4, 6]
Share accommodation information. Tell how to arrange accommodations on the syllabus. Tell teaching and lab assistants about student accommodations. [UD 1; UDL 2, 3]

Checklist Updates and Resources

This checklist was field tested at more than twenty postsecondary institutions nationwide. To increase the usefulness of this working document, send suggestions to doit@uw.edu.

A video titled Equal Access: Universal Design of Instruction is available online. For more information and resources regarding applications of UD to education, and checklists for making a tutoring and learning center or other services accessible to students with disabilities, consult The Center for Universal Design in Education website. The book Universal Design in Higher Education: From Principles to Practice, Second Edition published by Harvard Education Press; offers perspectives from UD leaders nationwide. To learn more and order online visit the DO-IT website.

Communication Hints

Treat people with disabilities with the same respect and consideration with which you treat others. Here are some helpful hints when it comes to delivering a presentation, hosting an exhibit, and otherwise relating to people with disabilities.

General

Ask a person with a disability if that person needs help before providing assistance.
Talk directly to the person with a disability, not through their companion or interpreter.
Refer to a person’s disability only if it is relevant to the conversation.
Avoid derogatory slang or negative descriptions of a person’s disability. For example, “a person who uses a wheelchair” is more appropriate than “a person confined to a wheelchair.” A wheelchair is not confining—it’s liberating!
Provide information in alternate means (e.g., written, spoken, diagrams).
Do not interact with a person’s guide dog or service dog unless you have received permission to do so.
Do not be afraid to use common terms and phrases, like “see you later” or “let’s go for a walk” around people with disabilities.
Do not touch mobility devices or assistive technology without the owner’s consent.
Do not assume physical contact—like handshakes, high-fives, or hugs—is okay.
Understand that not everyone uses eye contact.

Blind or Low Vision

Be descriptive. Say, “The computer is about three feet to your left,” rather than “The computer is over there.”
Speak all of the projected content when presenting and describe the content of charts, graphs, and pictures.
When guiding people with visual impairments, offer them your arm rather than grabbing or pushing them.

Learning Disabilities

Offer directions or instructions both orally and in writing. If asked, read instructions to individuals who have specific learning disabilities.

Mobility Impairments

Consider carrying on a long conversation with an individual who has a mobility impairment from a seated position.

Speech Impairments

Listen carefully. Repeat what you think you understand and then ask the person with a speech impairment to clarify or repeat the portion that you did not understand.

Deaf or Hard of Hearing

Face people with hearing impairments, and avoid covering your mouth, so they can see your lips. Avoid talking while chewing gum or eating.
Speak clearly at a normal volume. Speak louder only if requested.
Repeat questions from audience members.
Use paper and pencil, or type things out on your cell phone, if the person who is deaf does not read lips or if more accurate communication is needed.
When using an interpreter, speak directly to the person who is deaf; when an interpreter voices what a person who is deaf signs, look at the person who is deaf, not the interpreter.

Psychiatric Impairments

Provide information in clear, calm, respectful tones.
Allow opportunities for addressing specific questions.

About DO-IT

DO-IT (Disabilities, Opportunities, Internetworking, and Technology) serves to increase the successful participation of individuals with disabilities in challenging academic programs and careers. Primary funding for DO-IT is provided by the National Science Foundation, the State of Washington, and the U.S. Department of Education.

Acknowledgment

The Center for Universal Design in Education as well as this publication are based on work supported by the U.S. Department of Education (Grant #P33A020042, #P333A020044, #P333A050064). However, the contents do not necessarily represent the policy of the Department of Education, and you should not assume its endorsement.

For further information, to be placed on the DO-IT mailing list, or to request materials in an alternate format, contact:

DO-IT
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Box 354842
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doit@uw.edu
www.uw.edu/doit/
206-685-DOIT (3648) (voice/TTY)
888-972-DOIT (3648) (toll free voice/TTY)
509-328-9331 (voice/TTY) Spokane
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Founder and Director: Sheryl Burgstahler, Ph.D.

2020