Is it conceivable that a course can be designed to reach students with varied learning styles and strengths? This session will explore the practical and concrete applications of Universal Design for Learning (UDL) principles to curriculum and program design. It will also highlight the Scholar Program’s approach to professional development, mentoring, and evaluation in supporting higher education campuses to apply UDL and other strategies. The Scholar Program is part of the Disability & Diversity Project at SDSU – Interwork Institute, which conducts professional development and technical assistance activities for faculty, stafadministrators. The overall focus of the Project is facilitate the capacity of colleges and universities to meet the needs of its diverse student population, including students with disabilities. At the conclusion of the session, participants will have the opportunity to complete a Scholar application to be considered for the 2010-2011 academic year.

1. Universal Design for Learning … in a Nutshell Rechelle Mojica

2. Universal design is 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. –Ron Mace. What is Universal Design?

5. Is our physical environment welcoming to ALL students?

6. Design with All Users in Mind

8. Principle One – Equitable Use Universal Design that Benefits All Users The design should be appealing, and should allow for the same means of use for all users whenever possible.

10. Principle Three – Simple and Intuitive Use Curriculum design is straightforward and predictable . Eliminate unnecessary complexity. Category Outstanding 4 pts. Average 3 pts. Below Avg. 2 pts. Poor 1pt. Well-prepared & organized delivered in logical, interesting sequence -easy to follow presentation delivered in logical sequence - easy to follow presentation presenters jumped around - difficult to follow presentation no sequence of information- cannot understand presentation

11. Principle Four – Perceptible Information Curriculum design communicates necessary information effectively to the student regardless of student’s sensory abilities . Including captions for video presentations not only benefits students who are Deaf or Hard of Hearing but so will those who are English as a second language learners.

12. Principle Five: Tolerance for Error The design minimizes hazards and the adverse consequences of accidental or unintended actions. An example is educational software that provides guidance and background information when the student makes an inappropriate selection .

13. Principle Six: Low Physical Effort Curriculum design minimizes nonessential physical effort in order to allow maximum attention to learning . Example: Doors to a lecture hall open automatically for people with a wide variety of physical characteristics.

14. Principle Seven: Size & Space for Use Curriculum design takes into consideration appropriate size and space for approach, reach , manipulations, and use regardless of student’s body size, posture, mobility, and communication needs . Example: A flexible work area designed for use by students who are left or right handed and with diverse physical characteristics and abilities.

17. Is our teaching environment welcoming to ALL students? Just as physical barriers exist in our physical environment, curricular barriers exist in our instructional environment.

19. Does One Size Really Fit All?

20. The “universal” in universal design does not imply that one size fits all; instead, it stresses the need for flexible, customizable content, assignments and activities. CAST (Center for Applied Special Technology)

21. A Universal Model for Success in Higher Education San Diego State University - Interwork Institute Funded in part by a grant from Dept. of Education – Office of Postsecondary Education, Grant #P333A080039