Universal Design Quiz
Please choose the correct answer to the following 10 questions: 1) __________ is the design of products and environments usable by all people without adaptation or specialized design. □ Universal design □ Accommodation □ Legislation 2) The intent of universal design is to ________ life for everyone by making products, communications, and the built environment more usable by as many people as possible at little or no extra cost. □ Complicate □ Intensify □ Simplify 3) A professor who includes a ________ statement regarding how to obtain accommodations is using the inclusiveness application of universal design. □ Bank □ student □ syllabus 4) An instructor who makes sure that accessible tables and chairs in the classroom are reserved for use by those with disabilities is exhibiting an example of a _______ application of universal design. □ Feedback □ Physical □ Employment
Rehabilitation Research Design & Disability Center
Continued: 5) Which one of the following is not a strategy or principle for Universal Design in Education? □ Use a variety of instructional methods. □ Allow for multiple methods of demonstrating understanding of essential course content. □ Use technology to enhance learning opportunities and increase accessibility. □ Invite students to meet/contact faculty with any questions/concerns. □ Give shorter exams more frequently. □ Send students with learning disabilities to take course quizzes at the Learning Center. True or False Questions (circle one: T or F) 6) T or F Since only a small number of Americans can benefit from Universal Design; we should not let their needs dictate for everyone. 7) T or F 8) T or F Universal Design in Education is just good teaching. Designed access is preferable to retrofitted access because it is more effective and less expensive. 9) T or F 10) T or F Universal Design is designing services and resources for people from diverse backgrounds with a broad range of abilities and disabilities. I have a lot more to learn about Universal Design in Education
Strengths Limitations Preparation Lecture *Ensures Dissemination of specific facts *Class size is not an issue Class Discussion *Information and ideas drawn from multiple people *Student's attention easily maintained *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 *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 Guest Speaker Panel of Experts *Provides a real-life example *Gives students contacts in the field *Allows for multiple expert opinions and ideas on a topic *May capture more students' attention Videotapes* *Allows for alternate *Student may feel "put on the spot" *Only practical for small classroom *Course instructor needs to identify rules, situation, and roles *Quality of the speaker may be poor *Speakers may be poor quality *Competition among experts *Students so not have to *Identify and schedule appropriate speakers *Provide introduction and background of speaker *Identify and schedule experts *Provide introduction and background of experts *Required to operate
means of representation *Keeps students' attention actively participate *Unable to control what students learn from video equipment *Prepare questions for discussion after video * The Ohio State University Partnership grant strongly recommends that all videotapes be captioned.
• Use peer mentoring, group discussions, and cooperative learning situations rather than strictly lecture. -Put course content on-line allowing students to "pick up" material that might have been missed in 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 (From http://www.pstcc.edu/departments/swd/media/ud/ud_quiz.html