Introducing the bookIntroducing the book

THE MISSING LINK?THE MISSING LINK?

UNIVERSAL DESIGN IN UNIVERSAL DESIGN IN EDUCATION EDUCATION

By Ken ReimerBy Ken Reimer

Universal Design (UD) may be to key to realizing the full potential of inclusive education.

What is “Inclusive What is “Inclusive education”?education”?

• Moran (2007) defines inclusive Moran (2007) defines inclusive education is the “entitlement of all education is the “entitlement of all children and young people to quality children and young people to quality education, irrespective of their education, irrespective of their differences, dispositions or differences, dispositions or disabilities and is about embracing disabilities and is about embracing educational values of equity, educational values of equity, diversity and social justice” (p.120). diversity and social justice” (p.120).

Inclusion is a good thing Inclusion is a good thing because…because…

• Stainback and Stainback (1996) Stainback and Stainback (1996) believe there are three major believe there are three major reasons for building inclusive school reasons for building inclusive school communities: (a) the provision of communities: (a) the provision of benefits to all students, (b) the benefits to all students, (b) the avoidance of the ill effects of avoidance of the ill effects of segregation, and (c) the promotion of segregation, and (c) the promotion of equality. equality.

Challenges to Inclusive Challenges to Inclusive EducationEducation• Disabled students who are physically present in a Disabled students who are physically present in a

general classroom still risk feeling like they do not general classroom still risk feeling like they do not belong socially or academically (Kauffman, Bantz, & belong socially or academically (Kauffman, Bantz, & McCullough, 2002; Woolfolk, 1998). McCullough, 2002; Woolfolk, 1998).

• Regular teachers are “unprepared, unsupported, or Regular teachers are “unprepared, unsupported, or unable” to handle all of the challenges that students unable” to handle all of the challenges that students with disabilities bring to the classroom (Woolfolk, with disabilities bring to the classroom (Woolfolk, 1998, p.147). 1998, p.147).

• Kauffman, Bantz, and McCullough (2002) note that Kauffman, Bantz, and McCullough (2002) note that separate, special classes for students with separate, special classes for students with behavioural disorders, provide an invaluable service behavioural disorders, provide an invaluable service for school personnel. for school personnel.

•Students with disabilities could be included into regular classroom, the recent push for full inclusion has been motivated more by budgetary and social reasons than educational concerns (Inclusive Education Programs, 1994). •Lindsay (2007) argues that inclusive education has more to do with protecting children’s rights than good evidence-based instructional practices.

•Howes, Booth, Dyson, and Frankham (2005) note that recent political mandates calling for both inclusion and standardization cannot coexist.

Universal Design in Education - Universal Design in Education - The Missing Link?The Missing Link?

• ““Universal Design” could transform Universal Design” could transform inclusive education from a philosophy inclusive education from a philosophy into a reality, by providing access to into a reality, by providing access to the general education curriculum to a the general education curriculum to a much larger audience, including much larger audience, including students with a wide range of students with a wide range of disability and diversity characteristics disability and diversity characteristics (McGuire, Scott, & Shaw, 2006). (McGuire, Scott, & Shaw, 2006).

Universal Design – An Universal Design – An OverviewOverview

• Universal Design has been referred Universal Design has been referred to as ‘Design for All’ in Greece, to as ‘Design for All’ in Greece, ‘Inclusive Design’ in Britain, and ‘Inclusive Design’ in Britain, and ‘Barrier-Free Design’ in Germany ‘Barrier-Free Design’ in Germany (Darzentas & Miesenberger, 2005). (Darzentas & Miesenberger, 2005).

What is Universal Design?What is Universal Design?

• Universal Design (UD) was originally an Universal Design (UD) was originally an architectural term, used to describe the architectural term, used to describe the concept that products and concept that products and environments should be designed to be environments should be designed to be aesthetically pleasing and usable to the aesthetically pleasing and usable to the greatest extent possible, by everyone, greatest extent possible, by everyone, regardless of age, ability, or status in regardless of age, ability, or status in life (The Center for Universal Design, life (The Center for Universal Design, 2007).2007).

Universal Design in Universal Design in ArchitectureArchitecture Some examples of UD include: (a) Some examples of UD include: (a)

installing standard electrical receptacles installing standard electrical receptacles higher than usual above the floor so they higher than usual above the floor so they are in easy reach of everyone, (b) are in easy reach of everyone, (b) selecting wider doors, (c) making level selecting wider doors, (c) making level entrances, and (d) installing handles for entrances, and (d) installing handles for doors and drawers that require no gripping doors and drawers that require no gripping or twisting to operate (Universal Design, or twisting to operate (Universal Design, 2007).2007).

• Universal Design in a HouseUniversal Design in a House

Can Universal Design help Can Universal Design help create more inclusive schools? create more inclusive schools? • Research concerning UD in education is sparse Research concerning UD in education is sparse

(Priestley, 2006), but it is slowly emerging (McGuire & (Priestley, 2006), but it is slowly emerging (McGuire & Scott, 2006). Scott, 2006).

• Post-secondary schools in Canada and the United States Post-secondary schools in Canada and the United States have studied the effects of UD within their own have studied the effects of UD within their own institutions (Cawley, Foley, & Miller, 2003; Scott, institutions (Cawley, Foley, & Miller, 2003; Scott, McGuire & Shaw, 2003; Priestley, 2006), but little McGuire & Shaw, 2003; Priestley, 2006), but little research has been conducted regarding its effects at research has been conducted regarding its effects at the primary and secondary levels. the primary and secondary levels.

• Educators need to ascertain whether or not the concept Educators need to ascertain whether or not the concept of Universal Design can influence the teaching and of Universal Design can influence the teaching and learning for students with disability and diversity learning for students with disability and diversity characteristics, and make true inclusion a reality.characteristics, and make true inclusion a reality.

The Centre for Universal Design at North Carolina The Centre for Universal Design at North Carolina State University, architects, engineers, and State University, architects, engineers, and designers established the following principles of UD:designers established the following principles of UD:

1. Equitable Use. The design is useful and 1. Equitable Use. The design is useful and marketable to people with diverse abilities.marketable to people with diverse abilities.

2. Flexibility in Use. The design accommodates a 2. Flexibility in Use. The design accommodates a wide range of individual preferences and abilities.wide range of individual preferences and abilities.

3. Simple and Intuitive. Use of the design is easy to 3. Simple and Intuitive. Use of the design is easy to understand, regardless of the user's experience, understand, regardless of the user's experience, knowledge, language skills, or current knowledge, language skills, or current concentration level.concentration level.

4. Perceptible Information. The design communicates 4. Perceptible Information. The design communicates necessary information effectively to the user, necessary information effectively to the user, regardless of ambient conditions or the user's sensory regardless of ambient conditions or the user's sensory abilities.abilities.

5. Tolerance for Error. The design minimizes hazards and 5. Tolerance for Error. The design minimizes hazards and the adverse consequences of accidental or unintended the adverse consequences of accidental or unintended actions.actions.

6. Low Physical Effort. The design can be used efficiently 6. Low Physical Effort. The design can be used efficiently and comfortably and with a minimum of fatigue.and comfortably and with a minimum of fatigue.

7. Size and Space for Approach and Use. Appropriate size 7. Size and Space for Approach and Use. Appropriate size and space are provided for approach, reach, and space are provided for approach, reach, manipulation and use; regardless of user's body size, manipulation and use; regardless of user's body size, posture, or mobility. (The Center for Universal Design, posture, or mobility. (The Center for Universal Design, 2007, p.1)2007, p.1)

The Process of Universal The Process of Universal DesignDesign

• Burgstahler (2008) suggests that UD Burgstahler (2008) suggests that UD should adhere to the following steps: (a) should adhere to the following steps: (a) identify the application of what is being identify the application of what is being designed, (b) “define the universe” (i.e. designed, (b) “define the universe” (i.e. all end-users of the product), (c) involve all end-users of the product), (c) involve end-users in the design process, (d) end-users in the design process, (d) adopt inclusive guidelines or standards, adopt inclusive guidelines or standards, (e) plan for accommodations, (f) train (e) plan for accommodations, (f) train and support personnel, and (g) evaluate and support personnel, and (g) evaluate outcomes, efficacy, and impactoutcomes, efficacy, and impact..

UD – Not a “One-size-fits-UD – Not a “One-size-fits-all”all”• The essence of UD is flexibility and the The essence of UD is flexibility and the

inclusion of alternatives capable of adapting to inclusion of alternatives capable of adapting to the wide variety of needs, styles, and the wide variety of needs, styles, and preferences (Rose and Meyer, 2000). For preferences (Rose and Meyer, 2000). For example, school textbooks are now being example, school textbooks are now being designed using different sized fonts, colourful designed using different sized fonts, colourful pictures, photos, charts, and a variety of pictures, photos, charts, and a variety of reading levels in order to meet the needs of a reading levels in order to meet the needs of a greater range of readers. Over recent times, greater range of readers. Over recent times, technology has advanced at an incredible rate technology has advanced at an incredible rate in all areas of life, and the UD-friendliness of in all areas of life, and the UD-friendliness of traditional tools and instruments have kept traditional tools and instruments have kept pace. pace.

• Patton and Roschelle (2008) argue, for Patton and Roschelle (2008) argue, for example, that digital textbooks are example, that digital textbooks are actually more UD-friendly than actually more UD-friendly than “traditional” textbooks because they “traditional” textbooks because they provide immediate feedback and provide immediate feedback and incorporate interactive representations.incorporate interactive representations.

• Joe's Non-Joe's Non-NetbookNetbook

• Universally Designed textbooks Universally Designed textbooks (to (to 4:30)4:30)

Intuitively, UD seems to make Intuitively, UD seems to make sensesense, but where’s the , but where’s the evidence?evidence?• Priestley (2006) states, “I have found no Priestley (2006) states, “I have found no

research-based applications of the UD research-based applications of the UD construct and principles to Kindergarten to construct and principles to Kindergarten to Grade Twelve curricula empirically…What do Grade Twelve curricula empirically…What do UD instructional strategies look like in public UD instructional strategies look like in public school classrooms? What about the school classrooms? What about the implementation, practicality, and efficacy of implementation, practicality, and efficacy of UD strategies in these classrooms? Currently, UD strategies in these classrooms? Currently, there is no evidence that UD is effective for there is no evidence that UD is effective for students or that students in UD environments students or that students in UD environments will attain better outcomes than students in will attain better outcomes than students in traditional inclusive education environments” traditional inclusive education environments” (pp.107-108). (pp.107-108).

My studyMy studyThe purpose of this study is to explore how UD The purpose of this study is to explore how UD aligned teaching practices influence the teaching aligned teaching practices influence the teaching and learning for students in a senior high English and learning for students in a senior high English class novel study. Using qualitative and class novel study. Using qualitative and quantitative research methods, the study will quantitative research methods, the study will specifically:specifically:

a) explore educators’ and students’ perceptions of a) explore educators’ and students’ perceptions of UD aligned teaching practices and their influence UD aligned teaching practices and their influence on the teaching and learning of students, andon the teaching and learning of students, and

b) assess the differences and similarities in b) assess the differences and similarities in student learning between two comparable classes student learning between two comparable classes studying the same senior high novel unit, with one studying the same senior high novel unit, with one class using UD aligned practices, and the other class using UD aligned practices, and the other class using traditional methodsclass using traditional methods

Two grade 10 English language arts Two grade 10 English language arts classes will be used in this study. classes will be used in this study. They will be chosen purposively, They will be chosen purposively, based on based on

(a) the fact that they are studying (a) the fact that they are studying the same novel, and the same novel, and

(b) that they had similar overall class (b) that they had similar overall class results on the Gates-MacGinitie results on the Gates-MacGinitie standardized test given to all classes standardized test given to all classes in September of the school year. in September of the school year.

Class A and Class BClass A and Class B

Class “A” will be the control group and Class “A” will be the control group and Class “B” will be the experimental group. Class “B” will be the experimental group. For the study, each class will be taught for For the study, each class will be taught for a 4 week period, which will account for a 4 week period, which will account for approximately 20 instructional hours. approximately 20 instructional hours.

• Class A (with Teacher A) will be taught the Class A (with Teacher A) will be taught the unit using traditional methods. unit using traditional methods.

• Class B (with Teacher B) will infuse UD Class B (with Teacher B) will infuse UD aligned principles into planning for and aligned principles into planning for and studying of the novel.studying of the novel.

Class A vs. Class BClass A vs. Class B Class AClass A

Obtain permission from teacher A and grade 10 Obtain permission from teacher A and grade 10 class (and parents)class (and parents)

Interview teacher A about teaching practices, Interview teacher A about teaching practices, pedagogy, etcpedagogy, etc

Gates McGinitie Standardized Pre-test (Reading Gates McGinitie Standardized Pre-test (Reading comprehension) for class Acomprehension) for class A

Teacher A commences novel instruction, keeping Teacher A commences novel instruction, keeping daily log of classroom instructional activiiesdaily log of classroom instructional activiies

Mid-study interview with teacher A about pros and Mid-study interview with teacher A about pros and cons of novel study thus farcons of novel study thus far

Novel study post-test (same test in both classes)Novel study post-test (same test in both classes)Standardized Post-test (Reading comprehension) Standardized Post-test (Reading comprehension)

for class A (test to be determined)for class A (test to be determined)Post-study interview with Teacher APost-study interview with Teacher A

Class BClass B

Obtain permission from teacher B and grade 10 Obtain permission from teacher B and grade 10 class (and parents)class (and parents)Interview teacher B about teaching practices, Interview teacher B about teaching practices, pedagogy, etcpedagogy, etcGates McGinitie Standardized Pre-test (Reading Gates McGinitie Standardized Pre-test (Reading comprehension) for class Bcomprehension) for class BTeacher B given instruction on UDTeacher B given instruction on UDUniversal Design in Education SurveyTeacher B commences novel instruction, keeping Teacher B commences novel instruction, keeping daily log of classroom instructional activitiesdaily log of classroom instructional activitiesFocus group (3-5 students) interviewed prior to, Focus group (3-5 students) interviewed prior to, midway, and post novel study, and asked to make midway, and post novel study, and asked to make portfoliosportfolios

Class B (continued)Class B (continued)

• Continuous (weekly) UD pd sessions with Continuous (weekly) UD pd sessions with Teacher BTeacher BMid-study interview with teacher B about pros Mid-study interview with teacher B about pros and cons of novel study thus farand cons of novel study thus farNovel study post-test (same test in both classes)Novel study post-test (same test in both classes)Standardized Post-test (Reading comprehension) Standardized Post-test (Reading comprehension) for class B (test to be determined)for class B (test to be determined)Post-study interview with Teacher BPost-study interview with Teacher B

• tkamforalltkamforall / Universal Design for Learning / Universal Design for Learning

The verdict?The verdict?• Based on analysis of all student portfolios, Based on analysis of all student portfolios,

student and teacher interviews, artifact student and teacher interviews, artifact samples, and coaching field notes, samples, and coaching field notes, I hopeI hope that further insight can further be attained that further insight can further be attained regarding the efficacy of UD teaching regarding the efficacy of UD teaching practices in a senior high school setting. I practices in a senior high school setting. I anticipate that the interviews with teacher anticipate that the interviews with teacher B and the focus group of pre-selected B and the focus group of pre-selected students will generate a wide variety of students will generate a wide variety of ideas will come up for discussion.ideas will come up for discussion.

• I hope it forces us to "Think Different"I hope it forces us to "Think Different"

ReferencesReferencesBurgstahler, S. (2008). Universal Design in Education: Process, Burgstahler, S. (2008). Universal Design in Education: Process,

Principles and Applications. Retrieved Nov. 18/08 from Principles and Applications. Retrieved Nov. 18/08 from http://www.washington.edu/doit/Brochures/Programs/ud.htmlhttp://www.washington.edu/doit/Brochures/Programs/ud.html

Cawley, J., Foley, T., & Miller, J. (2003). Science and students with Cawley, J., Foley, T., & Miller, J. (2003). Science and students with mild disabilities. mild disabilities. Intervention in School & Clinic,Intervention in School & Clinic, 3838(3), 160-172.(3), 160-172.

Darzentas, J. & Miesenberger, K. (2005). Design for All in Information Darzentas, J. & Miesenberger, K. (2005). Design for All in Information Technology: A Universal Concern”. In Anderson, K.V., Debenham, Technology: A Universal Concern”. In Anderson, K.V., Debenham, J., & Wagner, R. (Eds.). (2005J., & Wagner, R. (Eds.). (2005). Lecture Notes in Computer Science ). Lecture Notes in Computer Science (pp.406-420)(pp.406-420).. Berlin: Springer. Berlin: Springer.

Howes, A., Booth, T., Dyson, A. & Frankham, J. (2005) Teacher Howes, A., Booth, T., Dyson, A. & Frankham, J. (2005) Teacher learning and the learning and the development of inclusive practices and development of inclusive practices and policies: framing and context, Research. Papers in Education, policies: framing and context, Research. Papers in Education, 20(2), 133–148.20(2), 133–148.

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Kauffman, J., Bantz, J., & McCullough, J. (2002, September). Separate Kauffman, J., Bantz, J., & McCullough, J. (2002, September). Separate and Better: A Special Public School Class for Students With and Better: A Special Public School Class for Students With Emotional and Behavioral Disorders. Emotional and Behavioral Disorders. ExceptionalityExceptionality, , 1010(3), 149-170. (3), 149-170. Retrieved February 16, 2009, from Academic Search Complete Retrieved February 16, 2009, from Academic Search Complete database.database.

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Moran, A. (2007, June). Embracing inclusive teacher education. Moran, A. (2007, June). Embracing inclusive teacher education. European Journal of Teacher EducationEuropean Journal of Teacher Education, , 3030(2), 119-134. Retrieved (2), 119-134. Retrieved February 16, 2009.February 16, 2009.

Patton, C., & Roschelle, J. (2008, May 7). Why the Best Math Patton, C., & Roschelle, J. (2008, May 7). Why the Best Math Curriculum Won't Be a Textbook. Curriculum Won't Be a Textbook. Education WeekEducation Week, pp. 32-34., pp. 32-34.

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