| Universal Design
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What is Universal Design?
Universal design in science education means that physical, social, and learning
environments are designed so that individuals with a wide range of abilities can
have meaningful access and participation in science. Universal design is built
in and involves flexibility of instructional materials, strategies, approaches,
and technology. Universal design should guide developers, educators, users, and
others in developing and implementing environments that support diverse users,
regardless of their abilities (ALLTech, 2001).
The concept of universal design developed in architectural studies, when
concerns about physical access to buildings stimulated the development of design
features such as ramps, curb cuts, and automatic doors. It was soon apparent
that these modifications, which were designed to help people with disabilities,
benefited other individuals as well. Rather than making accommodations and
modifications to meet individual needs, universal design means that
accommodations and modifications are built in from the beginning. And everyone
benefits from the improvements. Universal design of instructional materials,
strategies, and activities makes learning accessible. It allows access to
education by the widest possible range of students, including students with
disabilities.
Universal Design of Geoscience Instruction
The geosciences provide many opportunities to apply universal design principles
to instruction. A laboratory or field session is an exciting learning experience
for students, but it can also be very challenging for students with any of a
wide range of disabilities. Visual, hearing, and mobility limitations, as well
as learning disabilities, can cause difficulties in these settings, but the
challenges can usually be easily overcome. Universal design helps ensure the
inclusion of every student in the activity.
Universal Design in the Field
A geoscience field trip can be an example of universal design in action.
Instructors should choose field sites that can accommodate everyone, not just
students with good mobility. Older students, injured students, and others will
benefit. Choose the most accessible site that will convey the concepts to be
learned—the goal is for students to learn how to make observations and interpret
their meaning, not to show physical prowess. Hand out field notes well before
the day of the excursion, provided both in printed and digital format. Provide
for photographic documentation of observations as well as audio recordings of
field notes. If sketches are important, consider accepting annotated digital
images. If a virtual field trip of the site is available on the web, provide all
students with the information on where to find it, but don’t substitute a
virtual trip for a real one for a student with a disability! Have samples from
the site available back in the laboratory, or instruct students to collect their
own when feasible. Provide portable computers or other electronic note-taking
devices, and accept digital files in lieu of hand written field notes.
Universal design of science education makes the curriculum accessible to all.
These universal design strategies represent great teaching!
- Use multisensory approaches to instruction.
- Provide tactile 2- and 3-dimensional models when describing concepts, or ask
students to construct their own models.
- Model laboratory or field procedures and show a completed sample when
possible.
- Provide a graphic organizer and checklist of procedures.
- Provide uncluttered workspaces.
- Choose the most accessible field site that will accomplish the learning
objective.
- Choose equipment with digital output or a computer feed (provide a voice
output option when possible).
- Use larger materials and equipment whenever possible (e.g. larger beaker size,
larger knobs and dials).
- Provide large video display for microscopy.
- Provide a variety of sizes and types of measuring devices (e.g. tactile or
talking tape measure).
- Provide handouts in digital format (for text-to-speech computer programs).
- Encourage partners or group work; ask groups to assign roles to members.
- Use computer programs or web sites that simulate an activity or reinforce
concepts.
- Accept reports in electronic formats.
- Provide a list of discussion questions.
- Use open-ended questions to check understanding.
- Use concept mapping or mind mapping to check understanding.
- Provide for multiple means of assessment: written, verbal, skill
demonstration.
- Provide numerous opportunities for feedback on progress.
Specific accommodations can help foster high standards of learning for
individuals with a variety of disability types. By including these strategies in
the design of science instruction, from the beginning, all students can have
access to science.
- precut or premeasure items needed for the laboratory
- enlarge materials, including both equipment and volumes used
- provide computer programs that can control equipment or simulate the activity
- provide multiple means of transportation at a field site
- survey the field site for potential access problems prior to the outing;
brainstorm solutions with the student
- use equipment that requires minimal manual dexterity (e.g. digital probes
rather than test kits for water quality)
- ask a partner to serve as scribe or help manipulate equipment
- use 3-dimensional models for items being described or constructed
- provide all handouts in digital format (for text-to-speech computer programs)
- use tactile materials to accentuate lines or other features (e.g. puff paint,
string, fabric)
- prepare materials in advance (precut and preglue)
- enlarge materials
- use contrasting colors and thick, bold lines where possible (e.g., contour
lines)
- label contour lines and map with Braille (when student knows Braille)
- use computer programs for mapping (to allow zoom in/zoom out)
- provide good lighting
- use large font print
- use audio signals (e.g., bell, timer) for gaining student attention and
signaling transitions
- provide visual materials (e.g., visual example of laboratory setup, completed
project)
- ask the student to repeat or summarize directions to ensure comprehension
- ask the student to sit near the instructor
- face the student when speaking
- avoid speaking in front of windows or bright lights
- avoid large groups in the field; stop the entire group to speak and ensure
everyone can see the instructor
- use facial expressions, gestures and body language when speaking
- provide detailed written descriptions of outcrops and other features prior to
a field trip
- provide a printed or digital copy of all laboratory directions and questions
- provide transcripts for multimedia presentations
- write down all new vocabulary words and key concepts
- arrange tables and chairs in a semicircle pattern so all students can see who
is speaking
- ensure that written materials are at the student’s current reading level
- provide a visual model of completed projects (for the student to use as
reference)
- ask someone to read the procedures to the student
- ask all students to do each step together (in unison)
- use computer programs that can speak the steps to the student (text to speech
program)
- provide directions on tape and allow the student to use headphones
- read through the procedures completely with the class before starting
- when research is required, have a variety of texts/resources available at
different reading levels
- provide written materials/procedures at the student’s current reading level
- provide for oral testing
- provide a computer or tape recorder for note taking
- if written work is necessary, do not grade down for spelling or grammatical
errors
- ask the student to get notes from a peer; have one person in a group take
notes for everyone
- use a checklist for the procedural steps
- use cue cards with one direction on each card – student uses one card at a
time
- provide a graphic organizer
- provide the materials to complete one step at a time
- ask the student to show each completed step before moving on to the next
- encourage group work
- assign specific tasks to each student in a group
- provide extra time and access to all materials
- set clear expectations and time limits for completing tasks
- break down each task into manageable pieces
- assign specific tasks and clearly explain responsibilities
- set clear expectations of time limits for completing a task
- check in with the student frequently to ensure on-task behavior
- allow students to work in a comfortable place (e.g., on the floor)
- clear the work area of everything except for the necessary materials
- ask students to work in small groups or with an appropriate partner
- use proximity – position the student near the instructor
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