universal design a threshold concept tronheim 2012
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Universal Design A Threshold Concept Tronheim 2012. UD. INCLUSION in EDUCATION. AHEAD Research Higher Education. 1994:461 1998/9:1367 2003/4:2768 2005/6:3000 2006/73,670 2009/106,300. Commitment to Inclusive Education. What is it? - PowerPoint PPT PresentationTRANSCRIPT
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Universal DesignA Threshold Concept
Tronheim 2012
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UD
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INCLUSION in EDUCATION
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AHEAD ResearchHigher Education 1994: 461
1998/9: 1367
2003/4: 2768 2005/6: 3000 2006/7 3,670 2009/10 6,300
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Commitment to Inclusive Education What is it?
Inclusion ..is the persons right to belong to his/her mainstream school, to be valued and to be provided with all the supports he/she needs to thrive…it is a continuing process involving a major change of school ethos and it is about building a school community that accepts and values difference…”
Richard Reiser
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Types of Disability in HEI
1. Specific Learning Disability
2. Mobility impaired
3. Blind and Visually Impaired
Deaf and Hearing Impaired Mental Health Other
1
2
3
4
5
6
7
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Legal Requirements
Equality Legislation an educational establishment will discriminate against a
student with disability if they do not do all that is reasonable to accommodate that student
Education for Persons with Special Needs Act 2004 Disabilities Act 2005
accessible information accessible buildings access to all elements of college services
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Universal Design
Universal design refers to the design and composition of an environment so that it can be accessed, understood and used to the greatest extent possible by all people, regardless of their age, size or disability
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http://www.edrobertscampus.org/images/ERC_front.jpg
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Threshold concept
A transformative state in the process of learning in which there is a reformulation of the learners meaning frame, … a crucial concept the learner finds hard to grasp
Schwartzman 2009
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The Challenge: Inclusive Education A paradigm shift
Moving beyond the ‘deficit’ model – from remediation to inclusion
Disability is socially constructed
From students with ‘special needs’ to identifying barriers to learning that deny some students access
Inclusion sees the learner as a community member with rights and expectations
It assumes that the community should respond to the learner’s needs
Curriculum designers need to consider the learning needs of a diversity of learners in subjects and extra-curricular activities
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Shift in thinking: medical to social Medical Model Patient Fix/cure Passive Different experience Segregation/
institutionalisation Non political
Consumer Alter environments Active citizen Disabled peoples expertise Self determination Community participation Consumer run Rights Advocacy and peer support
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UD Principles
Equitable Use Flexibility in Use Simple and intuitive Perceptible information Tolerance for Error Low physical effort Size and Space for approach and Use
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UD Principles continued
Community of Learners Instructional design
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Understanding UD
LINK-conference, GENT 2012 17
Level 4: Personal assistance where adjustments, assistive
techonology and including solutions are not suficcient. Ex: Mentors and daycare
Level 1: Universal design: Including most students in the
ordinary solutions
Level 2: Adaptions to groups with similar needs, i.e.
Accessible Literature for student with reading
diffuculties
Level 3: Reasonable adjustments to the individual.
Ex: Assistive technology
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Student View
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Kornhaber, 1997, Intelligence: Multiple Perspectives
Marian McCarthy, Ionad Bairre, TLC, UCC.
“Notions about intelligence vary over time, across cultures and even within cultures. Definitions of intelligence depend on whom you ask, their methods and levels of study, and their values and beliefs.
Note, for example, the different words in the Irish language for intelligence (éirimiúil; cliste; glic; críonna; stuama; tuisceanach; intleachtúil).
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Intelligence in different cultures (from Kornhaber, 1997)
Marian McCarthy, Ionad Bairre, TLC, UCC.
Industrialised North Americans tend to associate intelligence with speedy answers
Rural members of the Baganda tribe in Uganda think of intelligence as slow, careful, active, straight forward, sane
In the Mashona tribe in Zimbabwe, the intelligent person exercises prudence and caution especially in social interaction
For the Kipsigis of Kenya their word for intelligence includes social responsibility
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Multiple Intelligences
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BREAK
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Linguistic
Capacity to use words effectively, both orally and in written form.
Ability to manipulate the structure, phonology semantics and pragmatic dimensions of language.
Journalists, poets, playwrights, public speakers…..
.
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Logical Mathematical
Capacity with numbers, logical patterns and relationships.
Use of categorisation, classification, calculation and hypothesis testing.
Mathematicians, accountants, statisticians, scientists...
Marian McCarthy, Ionad Bairre, TLC, UCC.
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Spatial
Ability to perceive the visual spatial world accurately.
Sensitivity to colour, line, shape, form and space.
Ability to orient oneself in a spatial matrix.
Architects, artists, inventors, designers...
Marian McCarthy, Ionad Bairre, TLC, UCC.
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Bodily Kinaesthetic Show expertise in using
one’s body to express ideas and feelings.
Ability to use one’s hands to produce or transform things
Co-ordination, dexterity, flexibility.
Dancers, athletes, surgeons, mechanics, artists
Marian McCarthy, Ionad Bairre, TLC, UCC.
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Musical Perceive musical forms as
a music aficionado. Discriminate as a music
critic. Transform as a composer. Express as a performer. Have one’s life enriched by
music. Musicians, disc
jockeys, singers, song writers...
Marian McCarthy, Ionad Bairre, TLC, UCC.
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EMOTIONAL INTELLIGENCE Ability to perceive and
make distinctions in the moods, intentions motivations and feelings of other people.
Teachers, psychologists, politicians, salespeople...
Marian McCarthy, Ionad Bairre, TLC, UCC.
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Naturalist
Ability to function well in the natural environment.
The recognition and categorisation of natural objects.
(farmers, scientists...)
Marian McCarthy, Ionad Bairre, TLC, UCC.
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Learning and UD Principles
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UD1. Equitable Use in teaching environment Instruction is
accessible to all
Student cannot listen and take notes
Use multiple ways to access notes,
notes on line Podcasts Class notes
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UD 2 Flexibility in teaching environment Provide a choice of
method of learning
Student struggles to process all the reading in her course
Can the student learn through the use of videos
are there utube presentations
Are the texts available on tape
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UD 3 Simple and intuitive
Instruction is straightforward, avoid unnecessary complexity
The student is struggling to deal with writing an academic essay, referencing is hard enough
Provide her with templates for essays, formative supports help the learning process
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UD 4 Perceptible information
The instruction communication is clear
The student does not know what is expected of her in her assignment
Provide clear marking schemes, ensure the student understands what is expected
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UD 5 Tolerance for error
BUILDINGAN ARGUMENTA GUIDE TO WRITING ASSIGNMENTS
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UD 6 & 7
6.Low physical effort
Use of technology
7.Size and Space for use
Size and shape of classroomes
Shape of learning Use of mindmaps,
skeletal notes etc
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8 Community of Learners: Welcome
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9. Instructional design
Teaching is welcoming and high expectations for all students
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Set up in 1988 AHEAD: Provides expertise and information Promote inclusive education Produce a range of publications Lobbies for change Operate a learning network
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AHEAD Contacts
www.ahead.ie
www.questforlearning.ie
Joan McGuire, Journal of Accessibility and design for all, 2011, pgs 38 – 54
Marion McCarthy , Ionad Bairre, TLC, UCC