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What do universal design and inclusive excellence have to do with each other?

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What do universal design and inclusive excellence have to do with each other?
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Seader, Lisken Richards
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Auraria Library
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PAGE 1

Lisken Richards Seader, MA Student Disability Services Coordinator Rocky Mountain College of Art + Design What do Universal Design and Inclusive Excellence have to do with each other?

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SESSION OVERVIEW & INTRODUCTIONS Welcome

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Definitions Inclusive Excellence Inclusive Excellence is a framework designed to help campuses integrate diversity and quality efforts. As a model, Inclusive Excellence assimilates diversity efforts into the core of institutional functioning to realize the educational benefits of diversity. Universal Design for Learning Universal Design for Learning ( UDL ) is an educational framework based on research in the learning sciences, including cognitive neuroscience, that guides the development of flexible learning environments that can accommodate individual learning differences.

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Guiding Principles Inclusive Excellence Diversity Inclusion Equity Equity mindedness Universal Design for Learning Multiple Means of Engagement Multiple Means of Representation Multiple Means of Action & Expression

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Diversity and Difference Individual differences (e.g., personality, learning styles, and life experiences) and group/social differences (e.g., race/ethnicity, class, gender, sexual orientation, country of origin, and ability as well as cultural, political, religious, or other affiliations) Activity #1 https:// www.aacu.org /programs partnerships/making excellence inclusive

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Diversity and Difference The cartoon shows a dog in a business suit and tie sitting across from a woman who is sitting in front of a computer and holding a piece of

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Critical Concept Equality (equal) v s Equity (equitable) Exercise #2

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Fairness cartoon The cartoon is a picture of a bird, monkey, penguin, elephant, goldfish in a bowl, seal and dog in a line in front of a tree. There is a gentleman at everybody has to take the same exam: Please climb that tree

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Engagement, Representation, Action & Expression

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Unpacking UDL every learner, not just those who are part of intentional, purposeful and planned all individuals are challenged and supported in meaningful ways to grow toward becoming expert learners Meyer, A., Rose, D., Gordon, D., (2014) Universal Design for Learning; Theory and practice. Wakefield, MA. CAST Professional Publishing. p89

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UDL Cartoon Cartoon shows students waiting for the school custodian to clear the stairs of snow. Child in wheelchair: "Could you please shovel the ramp?" Custodian: "All these other kids are waiting to use the stairs. When I get through shovelling them off, then I will clear the ramp for you." Child in wheelchair: "But if you shovel the ramp, we can all get it! (Example of making an image accessible to all)

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UDL in Action Exercise #3

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Revisioning Disability Services UDL faculty training Collaboration use your allies to the greatest extent possible Tie it to concepts they already know and show them the research If UDL were implemented the need for some accomodations would potentially cease to exist or be drastically reduced Note taking services Course substitutions Others?

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Putting it together: UDL recognizes from the onset that there is variability or diversity in all learners thus acknowledging and incorporating the UDL principles is one way to create learning environments which are friendly and useable by all individuals, to the greatest extent possible, without need for adaptation or specialized design. When the environment is useable without need for adaptation or specialized design it is naturally more equitable and inclusive. IE and UDL stronger together

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Contact and Resouces www.udloncampus.org http:// accessproject.colostate.edu http:// www.cast.org https://www.aacu.org/diversitydemocracy/2014/f all/ kelly Lisken Richards Seader, MA Student Disability Services Coordinator Rocky Mountain College of Art + Design lseader@rmcad.edu 303.567.7277