Proactive Approaches to
Teaching Students with
Disabilities:
Universal Design for Instruction
Presented by Kate Clark,
UNO Disability Services Coordinator
May 16, 2007
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Objectives
• Consider the nature of accommodation
procedures and the problems it creates
• Define Universal Design for Learning (UDL)
• Review 8 general instructional methods that
reflect the UDI approach
• Apply UDI and proactive approaches to:
 Testing
 Lectures & class activities
 Handouts & PowerPoint presentations
 Online & media components
• Avoid foreseeable accommodation problems
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Problems with the Current
Accommodation Process
• Registered
– Students may request accommodations at the last
minute making implementation stressful and
inconvenient
– Individualized consideration is required by law, so
course instructors don’t know what to expect
• Not registered
– Some students are not registered with a disability
but have significant needs
– A student may expect flexibility because it was
provided by previous instructors
e.g. extra test time
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Universal Design for Instruction
“The design of instructional materials and
activities that makes the learning goals
achievable by individuals with wide
differences in their abilities to see, hear,
speak, move, read, write, understand
English, attend, organize, engage, and
remember...”
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Wide Differences…
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•
•
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•
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Learning Disabilities
Mobility Impairments
Health Impairments
Mental Health/Psychiatric Impairments
Hearing Impairments
Blindness
Low Vision
Other Impairments
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Universal Design for Instruction
“…Universal design for learning is achieved
by means of flexible curricular materials and
activities that provide alternatives for
students with differing abilities. These
alternatives are built into the instructional
design and operating systems of
educational materials-they are not added on
after-the-fact.”
(Research Connections, Number 5, Fall 1999, p. 2)
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Separate Goals from Methods
• Separate the “what” from the “how”
• “What”
– Pinpoint the essential goals and outcomes of
the course; these are the aspects that must
be held constant for all students
• “How”
– Knowing the real purpose of a goal helps
determine where we can offer alternatives
without removing or lowering standards
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Eight Instructional Methods
1. Class Climate. Adopt practices that reflect
high values with respect to both diversity
and inclusiveness.
Example: Put a statement on your syllabus
inviting students to meet with you to discuss
disability-related accommodations and other
special learning needs.
"Reasonable accommodations are provided for students who
are registered with Disability Services and make their requests
sufficiently in advance. For more information, contact Disability
Services (EAB 117, Phone: 554-2872, TTY: 554-3799) or go to
the website: www.unomaha.edu/disability."
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Eight Instructional Methods
2. Physical Access, Usability, and Safety. Assure that
activities, materials, and equipment are physically
accessible to and usable by all students and that all
potential student characteristics are addressed in
safety considerations.
Examples: Develop safety procedures for all students,
including those who are blind, deaf, or wheelchair
users; label safety equipment simply, in large print, and
in a location viewable from a variety of angles; repeat
printed directions orally.
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Eight Instructional Methods
3. Delivery Methods. Use multiple accessible
instructional methods.
Example: Use multiple modes to deliver
content and motivate and engage studentsconsider lectures, collaborative learning
options, hands-on activities, Internet-based
communications, and field work.
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Eight Instructional Methods
4. Information Resources. Assure that course
materials, notes, and other information
resources are flexible and accessible to all
students.
Example: Choose printed materials and
prepare a syllabus early to allow students the
option of beginning to read materials and work
on assignments before the class begins and to
allow adequate time to arrange for alternate
formats, such as books on tape.
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Eight Instructional Methods
5. Interaction. Encourage effective interactions
between students and between students and
the instructor and assure that communication
methods are accessible to all participants.
Example: Assign group work for which learners
must support each other and that places a high
value on different skills and roles.
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Eight Instructional Methods
6. Feedback. Provide specific feedback on a
regular basis.
Example: Allow students to turn in parts of
large projects for feedback before the final
project is due.
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Eight Instructional Methods
7. Assessment. Regularly assess student
progress using multiple, accessible methods
and tools and adjust instruction accordingly.
Example: Assess group/cooperative
performance as well as individual achievement.
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Eight Instructional Methods
8. Accommodation. Plan for accommodations
for students for whom the instructional design
does not meet their needs.
Example: Know how to get materials in
alternate formats, reschedule classroom
locations, and arrange for other
accommodations for students with disabilities.
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Exams, Tests & Quizzes
• Machine-scored answer sheets may not work
for everyone
• Online exams may need to be in a different
format for some students
• More frequent, but shorter exams with doubletime built into schedule
• Establish testing procedures in the most
concrete terms possible; take it at the same
time? Tell them so; especially important if you
have a no-makeup exam policy
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Assignments
• Written assignments; consider moving up the
date to allow time for extensions
• Written assignments; extensions must be
worked out on a case-by-case basis; if you
cannot come to agreement consult DS
• Off-campus assignments; consider
transportation issues that students may have; if
the only extra credit option requires
transportation it may not work; participating in
groups outside of class difficult
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Lectures
• Clear class outlines and visual aids
• Clear descriptions of visual aids
• Consider allowing students to tape record lectures;
include a tape-recording policy in your syllabus such
as not changing tapes and batteries in the middle of
class; and get permission from entire class
• Provide an outline or set of notes if you do not want
the class tape recorded; save it in plain text format so
that it can be converted to speech
• Make your own recordings and put on course
homepage; tag the notes or audio files with copyright
notices stating that they cannot be reproduced without
your permission and are provided solely for the
purpose of personal study
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In-Class Activities
• Reading aloud; can be a very humiliating
experience for some—ask for volunteers
• Proofreading; access to printed text is
problematic for some—let them take it home or
read it before class
• In-class writing; some students need more
time—again, let them take it home or do it prior
to class or submit via e-mail
• Being called on; for a few, this produces great
anxiety & can exacerbate some disabilities—
ask those particular few to volunteer answers
rather than be called on
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Handouts & PowerPoints
• Availability of course material before
each class session
• Availability of course materials
electronically
– Screen readers
– Word documents very accessible
– Some PDF’s are not accessible
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Online & Media Components
• Demonstrate companion website tools during
class; chapter objectives, end of chapter
quizzes, key words, etc.
• Look at the content from the perspective of a
student who is hard of hearing or has a vision
impairment; at times, an alternate format is
needed such as describing an animation or
providing a PDF in word format
– Audio files/Podcasts need transcripts
– Videos need captions
– Classroom Response System (Clickers) not fully
accessible
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Early Accommodation Planning
• Include a statements about students with disabilities
and in your syllabus
– May include “physical, psychological, learning, and medical”
• Meet with students at the beginning of the semester;
– write down the points you want to make about student
responsibilities and the questions you need answered
– don’t ask about the disability
– chat to develop rapport
– discuss and clarify each accommodation as needed
– explain how student will be graded & test formats
• If student’s accommodation e-mail says “Books in an
alternate format” or “Closed Captioning” contact DS
as soon as possible
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Early Accommodation Planning
• “Learning contract” specifies how any testing or
other accommodations would be implemented
and specify due dates for written assignments;
after that date the no-late-work policy in the
syllabus would apply
– Extra time for in-class writing assignments
– Flexible due dates or attendance
• Make it as easy as possible for a student to
know their grade in the course
– Blackboard
• Offer a sufficient number of assignments prior
to the drop date
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References
Boyd, D. (2007) Teaching students with disabilities: A
proactive approach. Association for Psychological
Science Observer. 20 (2). Retrieved April, 24, 2007,
from
http://www.psychologicalscience.org/observer/getArticle.cfm?id=2132.
Burgstahler, S. Universal Design of Instruction. Retrieved
May, 9, 2007, from
http://www.washington.edu/doit/Faculty/Strategies/Universal/.
Rose, D.H. & Meyer, A. (2002) Teaching every student in
the digital age: Universal design for learning.
Association for Supervision & Curriculum Development.
Retrieved on 4/24/2007 from
http://www.cast.org/teachingeverystudent/ideas/tes.
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