WEBVTT 00:00:18.046 --> 00:00:19.566 Hi, I'm Sheryl Burgstahler. 00:00:19.566 --> 00:00:21.716 I used to be a math teacher. 00:00:23.716 --> 00:00:26.036 I used to be a technology teacher. 00:00:28.146 --> 00:00:32.896 My students were in middle school, high school, college, and online. 00:00:32.896 --> 00:00:36.900 In all these settings, I've experienced the challenge of connecting to all of my students. 00:00:41.326 --> 00:00:43.836 Today, I'm the director of DO-IT at the University of Washington. 00:00:45.836 --> 00:00:47.026 DO-IT stands for: 00:00:51.526 --> 00:00:56.256 DO-IT serves to increase the success of people with disabilities in education and careers. 00:00:57.256 --> 00:01:00.656 We have ideas for you on how to reach every student in your classroom. 00:01:04.656 --> 00:01:06.176 So we're filling it about halfway up... 00:01:06.176 --> 00:01:09.896 At every academic level, there are students with a variety of backgrounds, 00:01:09.896 --> 00:01:12.546 interests, abilities, and disabilities. 00:01:12.546 --> 00:01:16.566 Some learn best visually; others are auditory learners. 00:01:16.566 --> 00:01:18.956 Maybe English isn't their first language. 00:01:18.956 --> 00:01:22.956 Or perhaps a student has a physical, sensory, or learning disability. 00:01:22.956 --> 00:01:27.096 The challenge is to maximize learning for everyone in the class. 00:01:27.096 --> 00:01:29.356 Universal design can help you do that. 00:01:29.356 --> 00:01:30.576 I think that, really, 00:01:30.576 --> 00:01:33.856 the whole notion of universal design is really an exciting concept 00:01:33.856 --> 00:01:37.036 that really allows a professor to really explore a lot 00:01:37.036 --> 00:01:39.296 of different methods of teaching and instructing. 00:01:39.296 --> 00:01:43.506 And one method does not fit all students. 00:01:43.506 --> 00:01:47.716 Traditionally, we've always used the oral method of teaching, 00:01:47.716 --> 00:01:50.506 but universal design offers us other avenues. 00:01:50.506 --> 00:01:52.666 More options. 00:01:52.666 --> 00:01:55.226 Therefore, we can reach more students. 00:01:55.226 --> 00:01:56.726 Universal design isn't new. 00:01:56.726 --> 00:02:00.146 It's been applied in building construction for many years. 00:02:00.146 --> 00:02:05.566 Doors with sensors open for everyone, regardless of their size, their ability to walk, 00:02:05.566 --> 00:02:09.466 their strength, and an armload of books. 00:02:09.466 --> 00:02:13.296 In education, universal design means instructors anticipate student needs, 00:02:13.296 --> 00:02:15.586 rather than simply react to them. 00:02:15.586 --> 00:02:20.006 I try to teach to all different ability levels, all different interest levels... 00:02:20.006 --> 00:02:24.386 and so showing the captioned videos, having discussion groups, 00:02:24.386 --> 00:02:28.316 finding different ways...to really capture their knowledge and kind of breaking out of 00:02:28.316 --> 00:02:34.046 that traditional mold that I think we've become accustomed to sometimes in higher education. 00:02:34.046 --> 00:02:38.486 Universal design of instruction strives to make the environment, 00:02:38.486 --> 00:02:43.396 teaching methods, curriculum materials, and all other aspects of instruction accessible 00:02:43.396 --> 00:02:47.846 to all students, without the need for adaptation or specialized design. 00:02:53.066 --> 00:02:55.206 Good teaching is good teaching. 00:02:55.206 --> 00:02:59.706 And if you use really good strategies, it really benefits everybody in the class, 00:02:59.706 --> 00:03:02.326 not just the students with disabilities. 00:03:02.326 --> 00:03:07.086 Universal design can be looked at as a process in which teachers proactively plan 00:03:07.086 --> 00:03:11.196 for students with diverse characteristics, or as a set of strategies 00:03:11.196 --> 00:03:14.316 for inclusive curriculum and instruction. 00:03:14.316 --> 00:03:17.886 Not knowing who you have as an audience, 00:03:17.886 --> 00:03:21.396 what their level of preparation might be, what their life experience is, 00:03:21.396 --> 00:03:26.956 what their cultural background might be, when you present materials in a variety 00:03:26.956 --> 00:03:31.396 of different formats...you're going to reach as many individuals as you can 00:03:31.396 --> 00:03:34.536 and assist them to be successful. 00:03:34.536 --> 00:03:38.456 Universal design of instruction can be applied to lectures, discussions, 00:03:38.456 --> 00:03:43.776 visual aids, video presentations, printed materials, labs, and field work. 00:03:43.776 --> 00:03:44.976 That is awesome. 00:03:44.976 --> 00:03:49.746 And again, it improves instruction for everyone in the class. 00:03:49.746 --> 00:03:50.486 Bang... 00:03:50.486 --> 00:03:54.456 A really good professor, to me, is someone who is obviously engaged 00:03:54.456 --> 00:03:59.876 when in class; you can always tell, because they face the class when they're talking; 00:03:59.876 --> 00:04:04.426 they make eye contact with specific students...they'll make comments about coming 00:04:04.426 --> 00:04:09.836 to see them at office hours; and you can really tell that they are interested in your learning 00:04:09.836 --> 00:04:13.376 and interested in you getting something out of the class. 00:04:13.376 --> 00:04:14.996 Flexibility is key. 00:04:14.996 --> 00:04:20.646 Select curriculum materials that can be accessed in more than one way, use a variety of methods 00:04:20.646 --> 00:04:26.456 for teaching content, and offer alternative ways to participate in class activities. 00:04:26.456 --> 00:04:29.176 These examples apply universal design. 00:04:49.006 --> 00:04:52.996 I might put on my course syllabus, "If you have questions or concerns 00:04:52.996 --> 00:04:58.956 that I could assist you with in regards to the class itself," to come and see me. 00:04:58.956 --> 00:05:03.426 And what that does is it allows any student who has an issue that needs 00:05:03.426 --> 00:05:06.000 to be addressed to be taken care of. 00:05:41.416 --> 00:05:44.646 When I'm in the classroom, I'm looking at each student 00:05:44.646 --> 00:05:49.806 as an individual...So I might use audio, visual, and kinesthetic methods to get 00:05:49.806 --> 00:05:52.186 across the information I want to share with my students. 00:05:52.186 --> 00:05:56.886 So rather than just look at one learning style, I try to diversify to include 00:05:56.886 --> 00:06:00.366 and encompass a variety of methods to help all of my students learn. 00:06:13.076 --> 00:06:17.366 What I find helpful is when a professor hands out an outline or some kind 00:06:17.366 --> 00:06:22.206 of summary of what he's going to talk about, either daily or weekly, 00:06:22.206 --> 00:06:25.696 because I find that when taking notes, it's kind of hard to listen to what they're saying 00:06:25.696 --> 00:06:28.956 at the same time, and still get the level of detail and the level 00:06:28.956 --> 00:06:31.526 of information that you want in your notes. 00:06:43.236 --> 00:06:47.786 One of the suggestions that was made was to create some documents 00:06:47.786 --> 00:06:50.766 of my course in alternative format. 00:06:50.766 --> 00:06:54.056 And I was concerned about doing that, because I'd have to prepare my lectures ahead 00:06:54.056 --> 00:06:56.646 of time to put in alternative format. 00:06:56.646 --> 00:07:00.736 So at the beginning I was frustrated, because I thought it would be difficult for me 00:07:00.736 --> 00:07:03.666 to coordinate my course work up front, put it on line, 00:07:03.666 --> 00:07:07.846 and at the time I was thinking it was really for a few students 00:07:07.846 --> 00:07:09.936 who may need that as an accommodation. 00:07:09.936 --> 00:07:15.366 In the end it benefited me; I was prepared for the course work; and the students actually, 00:07:15.366 --> 00:07:19.896 in all of the courses, commented at the end of the semester that it was beneficial to them. 00:07:34.336 --> 00:07:38.506 What I found is that when professors were well prepared, 00:07:38.506 --> 00:07:42.826 when they thought about different ways of presenting the information, 00:07:42.826 --> 00:07:48.166 different ways of explaining the information, when they think through that process and come 00:07:48.166 --> 00:07:52.666 in the classroom ready to teach, that I learned more. 00:07:54.000 --> 00:07:55.000 Interaction 00:08:13.436 --> 00:08:21.016 I use my computer to design my course, to put my material in electronic format, 00:08:21.016 --> 00:08:30.066 to put my outline or my lecture notes on line; and then that way my students can get access 00:08:30.066 --> 00:08:33.016 to that whenever they need the material. 00:08:33.016 --> 00:08:36.806 I don't have to make copies to hand out that way. 00:09:09.596 --> 00:09:13.636 Tests should include questions that require a variety of responses, 00:09:13.636 --> 00:09:16.786 such as multiple choice and essay. 00:09:16.786 --> 00:09:21.676 Of course, there are still going to be times when you'll need to provide accommodations, 00:09:21.676 --> 00:09:25.446 such as a sign language interpreter for a student who is deaf. 00:09:25.446 --> 00:09:29.956 But applying universal design will minimize the need for these accommodations. 00:09:29.956 --> 00:09:34.186 One can do some very generic things that'll work most of the time, you know, 00:09:34.186 --> 00:09:39.856 for example, making sure that you know your class lectures are in some accessible form, 00:09:39.856 --> 00:09:42.616 like electronic form for example. 00:09:42.616 --> 00:09:43.786 Very simple things like that. 00:09:43.786 --> 00:09:47.426 And I think most of us do that nowadays anyway in the electronic age after all. 00:09:47.426 --> 00:09:50.626 One thing maybe I should do is do a kind of a test with this image.... 00:09:50.626 --> 00:09:53.036 Universal design is measured on a continuum. 00:09:53.036 --> 00:09:56.946 A first step could be getting course materials on a Website. 00:09:56.946 --> 00:10:01.486 The ideal is to make sure those notes are presented in a universally accessible way. 00:10:01.486 --> 00:10:05.236 Although it might take a faculty member a lot of extra time 00:10:05.236 --> 00:10:08.986 to create the materials that they want to teach in their classroom 00:10:08.986 --> 00:10:12.106 through universal design, once they do it, it's done. 00:10:12.106 --> 00:10:17.796 And then their planning time and their execution time will be minimal in the future. 00:10:17.796 --> 00:10:23.726 Outside the classroom, universal design can be applied to tutoring and learning centers. 00:10:23.726 --> 00:10:25.556 And the same principles apply. 00:10:25.556 --> 00:10:28.726 Make sure students can get to your facility and maneuver within it. 00:10:28.726 --> 00:10:34.636 Once inside, all students should be able to access printed and electronic resources, 00:10:34.636 --> 00:10:37.986 and be able to participate in all learning activities. 00:10:37.986 --> 00:10:40.096 We want to make it accessible for all students 00:10:40.096 --> 00:10:41.726 who want to study in our centers. 00:11:06.406 --> 00:11:10.396 Anytime, you know, a student should come in and express a need that they have, 00:11:10.396 --> 00:11:14.566 we definitely address their need, and find out how it is that we can best assist them. 00:11:34.886 --> 00:11:38.406 Universally designed instruction makes everyone feel welcome 00:11:38.406 --> 00:11:40.226 and fully included in the learning process. 00:11:40.226 --> 00:11:47.616 It assures access to course content and learning activities for all students. 00:11:47.616 --> 00:11:50.926 We have more information on the universal design of instruction. 00:11:50.926 --> 00:11:55.576 Our goal is to help you make your curriculum accessible to students with disabilities. 00:11:55.576 --> 00:11:58.726 By doing that, you'll make your instruction better for everyone.