Universal Design University of Minnesota Duluth通用的设计明尼苏达大学德卢斯.pptVIP

Universal Design Low-wealth children engage in far less academic work By Oct. of first grade, a middle/high-SES child reads 12 words per reading session; a low-SES child reads 0 words By April, the middle/high-SES child reads 81 words; a low-SES child reads 32 words By the end of first grade, middle/high-SES have seen approximately 19,000 words; low-SES about 10,000 By the end of the sixth grade, a child of poverty would need to go to school an additional year-and-a-half to have the same academic experience Demographics in Special Education Race General Special Population Education White 66.2% 63.6% Black 14.8% 20.2% Hispanic 14.8% 13.2% Am. Indian 1.0% 1.3% Asian/Pacific 3.8% 1.7% What Universal Design Means In the world of architecture and building, adaptability is subtle, integrated into the design, and benefits everyone. A shift from thinking why we should make changes to accommodate a few people in wheelchairs to an appreciation of how much better things can be for all of us Fundamental shifts in our ideas of teaching and learning Students with disabilities fall along a continuum of learner differences, just as other students do; Teachers should make adjustments for all students, not just those with disabilities; Curriculum materials should be as varied and diverse as the learning styles and needs in the classroom, rather than textbook-centered (currently possible with digital and on-line resources); Rather than trying to adjust the students to learn from a set curriculum, the curriculum should be flexible to accommodate a range of student differences. Principles of Universal Design Principle 1: Equitable Use The design is useful and marketable to people with diverse abilities Equitable Use… Adjustable chairs Inequitable use… Chairs in the room or office Principles of Universal Design Principle 2: Flexibility in Use The design accommodates a wide range of individual preferences and abilities Flexible in Use… Latch doorknob Flexible i