Partnering for Success in Colleges/Universities: A Grass Roots
Approach to Infusing UDL
Dr. Bobbie J. AtkinsDr. Mari Guillermo
San Diego State University – Interwork Institute34th Annual AHEAD Conference
Project Higher Ed• Training & Focused Technical Assistance• Universal Design for Learning• Asset-Orientation• Scholar Program
Universal Design
“The design of products and environments to be usable by all
people without the need for adaptation or specialized design”
Center for Universal Design, North Carolina State University
Is our physical environment welcoming to ALL students?
Design with All Users in Mind
What is Universal Design for Learning?
An approach to designing course instruction, materials, and content to make learning accessible to all students.
Universal Design vs. Universal Design for Learning
UD UDLPhysical Environment Instructional Environment
Physical barriers - architectural environment
Learning barriers - curricular environment
Proactive design of physical space
Proactive design of curriculum and instruction
Physical retrofitting - costly, often inelegant
Instructional accommodations - time consuming, difficult to
implement
The Scholar Program• Foundation• Recruitment• Formula• Process
UDL Scholar• Knowledgeable• Committed• Innovative• Active
A SPOTLIGHT ON THE SCHOLARS
9 Principles of Universal Design for Instruction(McGuire, Scott, Shaw, 2003)
Equitable Use• Curriculum design is useful and accessible to
students with diverse abilities.
Flexibility in Use• Curriculum design accommodates a wide
range of individual preferences and abilities.
Simple and Intuitive Use• Curriculum design is straightforward and
predictable. Eliminate unnecessary complexity.
Perceptible Information• Curriculum design communicates necessary
information effectively to the student regardless of student’s sensory abilities.
WHAT ARE SOME EXAMPLES FROM YOUR CAMPUS?
A Community of Learners• Curriculum design promotes interaction and
communication among students and between students and faculty.
THE IMPORTANCE OF UDL
Does One Size Really Fit All?
The “universal” in universal design does not imply that one size fits all;
instead, it stresses the need for flexible, customizable content,
assignments and activities.
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CAST (Center for Applied Special Technology)
Lessons from Our Scholars• Start with individual’s interests• Be flexible and allow autonomy• Foster Partnerships • Provide ongoing support
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Project Higher EducationSan Diego State University - Interwork Institute
This presentation was developed under a grant from the U.S. Department of Education, Office of Postsecondary Education, Grant #P333A080039.
However, the contents do not necessarily represent the policy of the Department of Education and the audience should not assume endorsement
by the Federal Government.