1. Universal Design and the
Inclusive Classroom
Heather Mole

2. Introduction
Heather Mole
Access Services Advisor

4. Accommodation Approach
Access is a problem for the individual
Access is achieved through
accommodations and/or retrofitting
Access is retroactive
Access is specialized
Access is consumable
Adapted from AHEAD Universal Design Initiative Team (2004)

6. Accommodation Approach Universal Design Approach
Access is a problem for the individual Access is a problem stemming from the
environment
Access is achieved through The system/environment is designed, to the
accommodations and/or retrofitting greatest extent possible, to be usable by all
Access is retroactive Access is proactive
Access is specialized Access is inclusive
Access is consumable Access is sustainable
Adapted from AHEAD Universal Design Initiative Team (2004)

8. Accommodations
• Alternative test arrangements
• Re-assignment of a class to an accessible location
• Alternative assignments
• Sign language interpreter
• Assistive listening devices
• Laboratory assistant for laboratory classes.
• Course substitution
• Materials provided in alternative print
• Early registration
• Extended time to complete class assignments.
• Permission to tape record lectures.
(Aune, 1998: 189)

9. A comprehensive understanding of disability requires
us to examine thearchitectral institutional
architectural, institutional,
informationaland attitudinal environments that
informational, attitudinal
disabled people encounter. (Kroeger and Schuck,
1993:104)
We must go beyond minima to optima and
institutionalize the concept of universal design... We
must stop thinking “special”, because the consequence
special seperate
of “special” is “separate”.(Kroeger and Schuck,
1993:105, 106)

11. Research Questions
• Changing from one model to another – a success?
• Is the whole institution involved?
• Are service providers seeing their roles change?
• Is Universal Design part of the change? How is it related?
• What does the social model of disability approach look like?
• What are the main issues and considerations?
• What are the challenges and successes?

13. Emerging Themes
• Changing language and • Documenting disability
changing concepts
• Faculty endorsement
• Becoming a collaborator
• Funding
• Becoming an expert
• Student Consultation
• Decentralizing

14. Recommendations
1 Education about disability studies, the social
model, inclusive education and user-led
organizations.
2 Education about the concept of Universal Design
to become experts and resource centres.
3 Involve the students.
4 Build networks with faculty, teaching support
services, administration, facilities staff and
information technology services.

15. Recommendations
5 Review literature and publications, the language
used when communicating with stakeholders
and registration documentation guidelines.
6 Wherever possible, UD should be presented as
one tool for the implementation of the social
model and not the sole solution.

16. Part 2
What does UD look like at McGill
University?

17. Context – Demographics and current
trends at McGill OSD
Number of students registered at McGill OSD
1200
1000
800
600
400
200
0

18. Disability Categories 2010-11 – McGill OSD
Mental health
disorder Hearing
25% impairment
1%
Learning disability
15% Organic
impairment
17%
Motor
Attention Deficit impairment
Disorder 8%
15%
Visual impairment
Multiple
3%
impairments
16%

21. What is UDL?
1. Provide Multiple Means 2. Provide Multiple Means 3. Provide Multiple Means
of Representation of Action and Expression of Engagement
Offer alternatives for auditory & Vary methods for response Optimize choice and autonomy
visual info Optimize access to tools and Minimize threats and
assistive technology distractions
Clarify vocab, symbols Use multiple media for Heighten salience of goals
Illustrate through multimedia communication Foster collaboration and
community
Supply background info Support planning & Promote expectations that
Highlight big ideas development optimize motivation
Maximise generalisation Allow for monitoring of progress Develop self-assessment
Adapted from CAST (2011) Universal design for learning guidelines version 2.0.
Wakefield, MA (www.cast.org, www.udlcenter.org)