Universal design_ecomp_6204

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UNIVERSAL DESIGNUNIVERSAL DESIGN

ECOMP 6204ECOMP 6204 DAUKANTASDAUKANTAS LESLEY UNIVERSITYLESLEY UNIVERSITY

SCHOOL , CLASSROOMS, OFFICESSCHOOL , CLASSROOMS, OFFICES

ARCHITECTURE ARCHITECTURE

{{CONSIDER THE CONSIDER THE BROADEST RANGE OF BROADEST RANGE OF USE FROM THE USE FROM THE BEGINNINGBEGINNING

STRUCTURE STRUCTURE

{{Access denied to people Access denied to people (including students) in (including students) in wheel-chairs.wheel-chairs.Access limited for people Access limited for people (including students) with (including students) with lesser mobility problemslesser mobility problems

CONSIDER BARRIERSCONSIDER BARRIERS

{{UDL IMPLEMENTATIONUDL IMPLEMENTATION Saves the time, money, Saves the time, money, effort, and ugliness of effort, and ugliness of “retrofitting” a structure “retrofitting” a structure Enables the designer to Enables the designer to create the final project as create the final project as elegantly as possibleelegantly as possible

ARCHITECTUREARCHITECTURE

{{Section 504 of the Section 504 of the Rehabilitation Act (1973)Rehabilitation Act (1973)Individuals with Individuals with Disabilities Education Act Disabilities Education Act – IDEA (1975)– IDEA (1975)Americans with Americans with Disabilities Act – ADA Disabilities Act – ADA (1990)(1990)

LEGAL REQUIREMENTS FOR ACCESSIBILITY IN LEGAL REQUIREMENTS FOR ACCESSIBILITY IN EDUCATIONEDUCATION

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The current literature supporting Universal The current literature supporting Universal Design and traditional school designs Design and traditional school designs indicate an outdated learning environment indicate an outdated learning environment for teachers , students, parents in the light of for teachers , students, parents in the light of the World Trade Center tragedy and the "Big the World Trade Center tragedy and the "Big Dig” debacle.Dig” debacle.

Student barriers:Student barriers:

Poor UDL designs, increase low expectations, Poor UDL designs, increase low expectations, and poor home-school links. for students and poor home-school links. for students

Educator barriers: include a lack of confidence Educator barriers: include a lack of confidence in student ability to access the curriculum in student ability to access the curriculum marked by low performance/low expectation, marked by low performance/low expectation, a lack of involvement in student learning. a lack of involvement in student learning.

Parent barriers: include a limited awareness Parent barriers: include a limited awareness of modern architectural design and a lack of of modern architectural design and a lack of access to the new Universal design features access to the new Universal design features

( figure 1)( figure 1)

STUDENT OUTCOMESSTUDENT OUTCOMES

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By creating the conditions for UDL the flow By creating the conditions for UDL the flow of student interaction yields the following of student interaction yields the following outcomes:outcomes:

Student Student increased engagement, confidence increased engagement, confidence in performance, and access to the in performance, and access to the curriculum.curriculum.

Improved learning outcomes (e.g., Improved learning outcomes (e.g., formative assessments, MCAS).formative assessments, MCAS).

Educator Educator increased expectations for increased expectations for students, greater comfort with technology, students, greater comfort with technology, greater willingness to build more units on greater willingness to build more units on the Web and greater communication with the Web and greater communication with parents.parents.

Parent’s Parent’s Involvement increases Involvement increases expectations, provides greater comfort expectations, provides greater comfort w/technology, enhances greater w/technology, enhances greater communication w/teacher and w/students, communication w/teacher and w/students, which generates a climate more conducive which generates a climate more conducive for improving student outcomes (see Figure for improving student outcomes (see Figure 1).1).

STUDENT OUTCOMES STUDENT OUTCOMES

{{CAST : ”Advocacy for the CAST : ”Advocacy for the most vulnerable people”.most vulnerable people”.

http://www.ncrel.org/sdrs/areas/issues/methods/technlgy/te800.htmhttp://www.ncrel.org/sdrs/areas/issues/methods/technlgy/te800.htm

ADVOCACYADVOCACY

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Demographically, a typical Demographically, a typical earning community is structured to earning community is structured to accept over 900 boys and girls from accept over 900 boys and girls from differentiated ethnic persuasions to differentiated ethnic persuasions to include Vietnamese, Latin include Vietnamese, Latin American, European Caucasian, American, European Caucasian, African American, Native African American, Native American, and more. American, and more.

Architecturally, a learning Architecturally, a learning community site is constructively community site is constructively fashioned with 30-50 years of fashioned with 30-50 years of unchanged support structure and unchanged support structure and its acceptance of 21st century its acceptance of 21st century student needs and capabilities. student needs and capabilities.

The learning community is not The learning community is not fully UDL based in community fully UDL based in community interaction through classrooms, interaction through classrooms, computer modules and offices for computer modules and offices for the 21the 21stst Century . Century .

DEMOGRAPHICS DEMOGRAPHICS

{{ Books and other Books and other traditional curriculum traditional curriculum delivery vehicles may delivery vehicles may actually be inaccessible to actually be inaccessible to many studentsmany students

DIGITAL ACCESSDIGITAL ACCESS

{{Using technology to Using technology to improve student improve student achievement at the center achievement at the center for children and for children and technology. technology. http://cast.orghttp://cast.orgEducation Development Education Development Center.Center.

DIGITAL RESOURCEDIGITAL RESOURCE

Bibliography Kerschner, G., & Fruchterman,J. (1997). The soundproof book: Exploration of rights conflict and access to commercial e-books. Retrieved October 17, 2008, from http://www.openebook.org/doc_library/informationaldocs/soundproof/soundproof.htmKnezek, D. (2008). Retrieved October 17, 2008, from http://www.iste.org/AM/Template.cfm?Section=Press_Releases&CONTENTID=15986&TEMPLATE=/CM/ContentDisplay.cfm Mann, D. (2006). Digital rights management and people with sight loss. Indicare Monitor, 2(10). 4-8. Retrieved April 30, 2006, http://www.indicare.org/tiki-read_article.php?articleId=170Nagy, Z (2006, January 26) Digital rights management and accessibility. Indicare Monitor, 2(10). 12-16. Retrieved May 4, 2006, from http://www.indicare.org/tiki-read_article.php?articleId=168