Sarah Smith Rainey Bowling Green State University

Val ErwinSouthern Methodist University

Universal Design for Learning and Feminist

Pedagogies

Feminist Pedagogy

Six Principles (Allen, Walker, and Webb 2002)

1.Reform relation between professor and student

2.Empowerment

3.Build community

4.Privilege voice (especially marginalized)

5.Respect diversity of experience

6.Challenge traditional pedagogical notions

Universal Design

The design of products and environments to be usable by all people to the greatest extent possible, without the need for adaptation or specialized design (Center for Universal Design at North Carolina State University, 1997).

Examples: Curb cuts Automatic doors

Why UDL in feminist pedagogy?

Maximizes learning and engagement for all kinds of students Shows a willingness to accommodate individually

when/if needed New generation of students who expect UDL

and/or disability accommodations in higher ed Challenge traditional pedagogical notions

What counts as knowledge, learning, and learners

Universal Design for Learning

Principle I: Provide Multiple Means of Representation

Principle II: Provide Multiple Means of Action and Expression

Principle III: Provide Multiple Means of Engagement

Principle 1: Provide Multiple Means of Representation

Principle II: Provide Multiple Means of Action and Expression

Vary assessments Writing (formal papers, blogs, essays, etc.), creative

projects, worksheets, quizzes, group projects, oral reports, tests (short answer, multiple choice, verbal response, etc.)

Technology Consider using technology to facilitate expression and

improve communication

Principle III: Provide Multiple Means of Engagement

UDL in Student Services

Create welcoming spaces

Develop, implement, and evaluate pathways for communication among students, staff, and faculty

Ensure that each student and staff member has an equal opportunity to learn and grow

UDL in Student Services Cont. Communicate clear expectations utilizing

multiple formats

Use methods and strategies that consider diverse learning styles and abilities

Ensure confidentiality

(PASS-IT, University of Minnesota, 2006)

Barriers to Universal Design Disability services vary widely across campuses Faculty and staff attitudes Lack of knowledge of ways to provide access People thinking that Universal Design will solve

all accommodation needs

Case Studies

A women’s center is located in a two story house on campus with no elevator. The bottom floor is accessible but half of their space is upstairs. They have four spaces downstairs and three spaces upstairs. They have a library, three staff offices, a kitchen, a meeting space, and a lactation location. What places would you make accessible and how would you make sure people could use some of the parts that might be inaccessible?

You have a class that is very discussion based what are ways to incorporate universal design principles into a class that is primarily discussion? What are ways you could set up a room? Encourage dialogue on different levels?

A Universal Design Check List and Questions?

References Alexandrin, J. R., Schreiber, J.L., & Henry, E. (2008). Why Not Disclose? In J. Higbee & E. Goff (Eds.), Pedagogy and

Student Services for Institutional Transformation: Implementing Universal Design in Higher Education. Minneapolis, Minnesota. Center for Research on Developmental Education and Urban Literacy

CAST http://www.cast.org/index.html Evans, N. J., & Herriott, T. K. (2009). Philosophical and theoretical approaches to disability. In J. L. Higbee & A. A. Mitchell

(Eds.), Making good on the promise: Student affairs professionals with disabilities (pp. 27-40). Washington, DC: ACPA—College Student Educators International and University Press of America.  

Hackman, (2008). Broadening the Pathway to Academic Success: The Critical Intersections of Social Justice Education, and Universal Instructional Design In J. Higbee & E. Goff (Eds.), Pedagogy and Student Services for Institutional Transformation: Implementing Universal Design in Higher Education. Minneapolis, Minnesota. Center for Research on Developmental Education and Urban Literacy

Higbee, J. L., & Goff, E. (2008). Pedagogy and student services for institutional transformation: Implementing universal design in higher education. Minneapolis: University of Minnesota, Center for Research on Developmental Education and Urban Literacy. 

Higbee, J. L., & Mitchell, Alice A. (2009). Making good on the promise: Student affairs professionals with disabilities. Washington, DC: ACPA—College Student Educators International and University Press of America.

Linton, S. (1998). Claiming disabilities: Knowledge and identity. New York, NY: New York University Press. North Carolina Office on Disability and Health (2004). Removing barriers: Planning meetings that are accessible to all

participants. Chapel Hill: The University of North Carolina, FPG Child Development Institute, NCODH  Opitz, D. L. & Block, L. S. (2008). Universal Learning Support Sesign Maximizing Learning Beyond the Classroom In J.

Higbee & E. Goff (Eds.), Pedagogy and Student Services for Institutional Transformation: Implementing Universal Design in Higher Education. Minneapolis, Minnesota. Center for Research on Developmental Education and Urban Literacy