LAMAR UNIVERSITY SERVICES FOR STUDENTS WITH DISABILITIES Fast Facts for Faculty, Universal Design for Learning Elements of Good Teaching

Developed by Patricia Carlton and Jennifer Hertzfeld Ohio State University

Definition

Universal design is an approach to designing course instruction, materials, and content to benefit people of all learning styles without adaptation or retrofitting. Universal design provides equal access to learning, not simply equal access to information. Universal Design allows the student to control the method of accessing information while the teacher monitors the learning process and initiates any beneficial methods. Although this design enables the student to be self-sufficient, the teacher is responsible for imparting knowledge and facilitating the learning process. It should be noted that Universal Design does not remove academic challenges; it removes barriers to access. Simply stated, Universal Design is just good teaching.

SOME PROS AND CONS OF THE LECTURE METHOD

Lecturing is one of the most widely used teaching methods in higher education. The format is simple and straightforward: the instructor talks (and illustrates, demonstrates, etc.) and students are held responsible for obtaining, remembering, and using the most important content from the lecture at a later time—most often on a quiz or an exam.

WHO BENEFITS

• Students who speak English as a second language
• International students
• Older students
• Students with disabilities
• A teacher whose teaching style is inconsistent with the student’s preferred learning style
• All students

PRINCIPLES

(Compiled from The University of Minnesota’s Curriculum Transformation and Disability grant)

• Identify the essential course content
• Clearly express the essential content and any feedback given to the student
• Integrate natural supports for learning (i.e. using resources already found in the environment, such as study buddy).
• Use a variety of instructional methods when presenting material
• Allow for multiple methods of demonstrating understanding of essential course content
• Use technology to increase accessibility
• Invite students to meet/contact the course instructor with any questions/concern

COMMON TEACHING METHODS

	Strengths	Limitations	Preparation
Lecture	*Ensures Dissemination of specific facts *Class size is not an issue	*Little, if any, student participation *Only learn from one source	*Information to be learned needs to be clearly indicated *Course instructor should allot adequate time for content to be presented
Class Discussion	*Information and idas drawn from multiple people *Student's attention easily maintained	*Only practical with small classroom *Some students will monopolize the conversation while others will not engage in discussion	*Course instructor needs to guide discussion and keep group from going "off-tack" *Discussion topics/questions should be prepared before class
Role Playing	*Can be very impacting *Students are able to test concepts and techniques presented in class	*Student may feel "put on the spot" *Only practical for small classroom	*Course instructor needs to identify rules, situation, and roles
Guest Speaker	*Provides a real-life example *Gives students contacts in the field	*Quality of the speaker may be poor	*Identify and schedule appropriate speakers *Provide introducation and background of speaker
Panel of Experts	*Allows for multiple expert opinions and ideas on a topic *May capture more students' attention	*Speakers may be poor quality *Competition among experts	*Identify and schedule experts *Provide introducation and background of experts
Videotapes*	*Allows for alternate means of representation *Keeps students' attention	*Students so not have to actively participate *Unable to control what students learn from video	*Required to operate equipment *Prepare questions for discussion after video

* The Ohio State University Partnership grant strongly recommends that all videotapes be captioned.

IMPLEMENTAION

Put course content on-line allowing students to "pick up" material that might have been missed in lecture

• Use peer mentoring, group discussions, and cooperative learning situations rather than strictly lecture
• Using guided notes enables students to listen for essential concepts without copying notes off of overhead
• Update course materials based on current events and student demands
• Provide comprehensive syllabus with clearly identified course requirements, accommodation statement, and due dates
• Fluctuate instructional methods; provide illustrations, handouts, auditory and visual aids
• Clarify any feedback or instructions, ask for questions, and use multiple examples
• Relate a new topic to one already learned or a real-life example
• Secure a note taker, allows the student to tape record lectures or provide him/her with a copy of your notes
• Allow the student to demonstrate knowledge of the subject through alternate means
• Permit and encourage the use of adaptive technology
• Develop study guides
• Give shorter exams more frequently

For a definition of bolded terms and an example of a professor employing Universal Design in the classroom, please visit our web site at www.osu.edu/grants/dpg.

ESSENTAIL QUALITIES

Course content offers various methods of Representation

Universally designed course content provides alternative representations of essential concepts. Faculty should use various methods of representation to allow the student to learn the information in their preferred means.

Example: Placing course notes on the web allows students to gain the information by lecture and text. Additionally, a student with a visual impairment could tape record the lecture to capture the notes in alternate format.

Course content offers various methods of Engagement

Universally designed course content maintains varied skill levels, preferences, and interests by allowing for options. By having flexible teaching strategies and course content, students can choose methods that support their interest and skill levels.

Example: When teaching a foreign language, students could choose from a variety of on-line options that would allow them to practice fluency and comprehension at a reading level that is appropriate for them.

Course content offers various methods of Expression

Universally designed course content allows for alternate methods of expression. This allows the student multiple means of demonstrating mastery of the material.

Example: Allowing the students to demonstrate knowledge on a subject by doing an oral presentation or writing a paper or taking a test. Students with a speech impediment may be unable to present the information orally while students with a fine motor disability may have difficulty taking a written exam.

RESOURCES

Universal Design

University of Minnesota’s Curriculum Transformation and Disability. Funded by the US Department of Education. Project #P333A990015. Ways to Incorporate Universal Instructional Design.

Honolulu Community College’s Common Teaching Methods

University of Arkansas at Little Rock, College of Education

This Fast Facts for Faculty is produced by The Ohio State University Partnership Grant Improving the Quality of Education for Students with Disabilities This publication is funded by the US Department of Education under grant #P333A990046.

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