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UNIVERSAL DESIGNUNIVERSAL DESIGN
ECOMP 6204ECOMP 6204
DAUKANTASDAUKANTAS
LESLEY UNIVERSITYLESLEY UNIVERSITY

SCHOOL , CLASSROOMS, OFFICESSCHOOL , CLASSROOMS, OFFICES
ARCHITECTUREARCHITECTURE

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CONSIDER THECONSIDER THE
BROADEST RANGE OFBROADEST RANGE OF
USE FROM THEUSE FROM THE
BEGINNINGBEGINNING
STRUCTURESTRUCTURE

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Access denied to peopleAccess denied to people
(including students) in(including students) in
wheel-chairs.wheel-chairs.
Access limited for peopleAccess limited for people
(including students) with(including students) with
lesser mobility problemslesser mobility problems
CONSIDER BARRIERSCONSIDER BARRIERS

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UDL IMPLEMENTATIONUDL IMPLEMENTATION
Saves the time, money,Saves the time, money,
effort, and ugliness ofeffort, and ugliness of
“retrofitting” a structure“retrofitting” a structure
Enables the designer toEnables the designer to
create the final project ascreate the final project as
elegantly as possibleelegantly as possible
ARCHITECTUREARCHITECTURE

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Section 504 of theSection 504 of the
Rehabilitation Act (1973)Rehabilitation Act (1973)
Individuals withIndividuals with
Disabilities Education ActDisabilities Education Act
– IDEA (1975)– IDEA (1975)
Americans withAmericans with
Disabilities Act – ADADisabilities Act – ADA
(1990)(1990)
LEGAL REQUIREMENTS FOR ACCESSIBILITY INLEGAL REQUIREMENTS FOR ACCESSIBILITY IN
EDUCATIONEDUCATION

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The current literature supporting UniversalThe current literature supporting Universal
Design and traditional school designsDesign and traditional school designs
indicate an outdated learning environmentindicate an outdated learning environment
for teachers , students, parents in the light offor teachers , students, parents in the light of
the World Trade Center tragedy and the "Bigthe World Trade Center tragedy and the "Big
Dig” debacle.Dig” debacle.
Student barriers:Student barriers:
Poor UDL designs, increase low expectations,Poor UDL designs, increase low expectations,
and poor home-school links. for studentsand poor home-school links. for students
Educator barriers: include a lack of confidenceEducator barriers: include a lack of confidence
in student ability to access the curriculumin student ability to access the curriculum
marked by low performance/low expectation,marked by low performance/low expectation,
a lack of involvement in student learning.a lack of involvement in student learning.
Parent barriers: include a limited awarenessParent barriers: include a limited awareness
of modern architectural design and a lack ofof modern architectural design and a lack of
access to the new Universal design featuresaccess to the new Universal design features
( figure 1)( figure 1)
STUDENT OUTCOMESSTUDENT OUTCOMES

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By creating the conditions for UDL the flowBy creating the conditions for UDL the flow
of student interaction yields the followingof student interaction yields the following
outcomes:outcomes:
StudentStudent increased engagement, confidenceincreased engagement, confidence
in performance, and access to thein performance, and access to the
curriculum.curriculum.
Improved learning outcomes (e.g.,Improved learning outcomes (e.g.,
formative assessments, MCAS).formative assessments, MCAS).
EducatorEducator increased expectations forincreased expectations for
students, greater comfort with technology,students, greater comfort with technology,
greater willingness to build more units ongreater willingness to build more units on
the Web and greater communication withthe Web and greater communication with
parents.parents.
Parent’sParent’s Involvement increasesInvolvement increases
expectations, provides greater comfortexpectations, provides greater comfort
w/technology, enhances greaterw/technology, enhances greater
communication w/teacher and w/students,communication w/teacher and w/students,
which generates a climate more conducivewhich generates a climate more conducive
for improving student outcomes (see Figurefor improving student outcomes (see Figure
1).1).
STUDENT OUTCOMESSTUDENT OUTCOMES

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CAST : ”Advocacy for theCAST : ”Advocacy for the
most vulnerable people”.most vulnerable people”.
http://www.ncrel.org/sdrs/areas/ishttp://www.ncrel.org/sdrs/areas/is
ADVOCACYADVOCACY

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Demographically, a typicalDemographically, a typical
earning community is structured toearning community is structured to
accept over 900 boys and girls fromaccept over 900 boys and girls from
differentiated ethnic persuasions todifferentiated ethnic persuasions to
include Vietnamese, Latininclude Vietnamese, Latin
American, European Caucasian,American, European Caucasian,
African American, NativeAfrican American, Native
American, and more.American, and more.
Architecturally, a learningArchitecturally, a learning
community site is constructivelycommunity site is constructively
fashioned with 30-50 years offashioned with 30-50 years of
unchanged support structure andunchanged support structure and
its acceptance of 21st centuryits acceptance of 21st century
student needs and capabilities.student needs and capabilities.
The learning community is notThe learning community is not
fully UDL based in communityfully UDL based in community
interaction through classrooms,interaction through classrooms,
computer modules and offices forcomputer modules and offices for
the 21the 21stst
Century .Century .
DEMOGRAPHICSDEMOGRAPHICS

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Books and otherBooks and other
traditional curriculumtraditional curriculum
delivery vehicles maydelivery vehicles may
actually be inaccessible toactually be inaccessible to
many studentsmany students
DIGITAL ACCESSDIGITAL ACCESS

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Using technology toUsing technology to
improve studentimprove student
achievement at the centerachievement at the center
for children andfor children and
technology.technology.
http://cast.orghttp://cast.org
Education DevelopmentEducation Development
Center.Center.
DIGITAL RESOURCEDIGITAL RESOURCE

Bibliography
Kerschner, G., & Fruchterman,J. (1997). The soundproof book:
Exploration of rights conflict and access to commercial e-books.
Retrieved October 17, 2008, from
http://www.openebook.org/doc_library/informationaldocs/soundproof/so
undproof.htm
Knezek, D. (2008). Retrieved October 17, 2008, from
http://www.iste.org/AM/Template.cfm?
Section=Press_Releases&CONTENTID=15986&TEMPLATE=/CM/Co
ntentDisplay.cfm
Mann, D. (2006). Digital rights management and people with sight loss.
Indicare Monitor, 2(10). 4-8. Retrieved April 30, 2006,
http://www.indicare.org/tiki-read_article.php?articleId=170
Nagy, Z (2006, January 26) Digital rights management and accessibility.
Indicare Monitor, 2(10). 12-16. Retrieved May 4, 2006,
from http://www.indicare.org/tiki-read_article.php?articleId=168

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