UNIVERSAL DESIGN SAR AH B RIZZOLAR A, E D P 279
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UNIVERSAL D
ESIGN
SA
RA
H B
RI Z
ZO
L AR
A,
ED
P 2
79
WHAT IS UNIVERSAL DESIGN?
• Designing products/ideas to allow usage by the greatest number of people possible
• Requires a “big picture” view of the creation, but a detailed view of those involved in the use of the creation
• Considers everybody that a situation could possibly effect
• Can be applied to education in the classroom
• Requires planning ahead
• Allows above- and below-average learners to learn
together
• Takes away the disability of the school, not the
students
GUIDELINES FOR UNIVERSAL DESIGN
• Provide more than one form of representation• Can every child perceive it?• Can everybody understand how it is represented?• Can a child process the information?
• Real Live Example: Mapquest• Arrow on the left = visual perception• Street name written out = linguistic• Time estimation = spatial• Exact mileage = mathematical/logical
GUIDELINES FOR UNIVERSAL DESIGN
• Provide multiple means of “doing” and expression• Can every learner physically “act” the material?• Allow them to represent their work in the most fluent
way possible (writing/speaking/drawing)
GUIDELINES FOR UNIVERSAL DESIGN
• Practice multiple ways of motivating and engaging students in learning• Keep the engagement sustained over a period of time• Teach students self-regulation
IMPLEMENTING UNIVERSAL DESIGN
• Use different techniques in the classroom
• Make sure assessments are accurate
• Rewarding for teachers and students• Non-readers participate in conversation about a book• Teacher “knows they are doing something right”
• Be bold – it is not always easy
• Learning should be exciting!
• Remember, you have no excuse• It is for EVERYBODY
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