Universal Design It is important to address universal design in your classroom so that students who need assistance in a certain area of their education don’t stick out in the classroom. It also gives students a wider range of experiences that they can experience learning though. For example, a student who needs to have notes taken for him/her could be accommodated if the teacher prints up notes for the whole class. The students needs have been met, and yet the student doesn’t feel like they are abnormal in any way. The book lists seven principles that teachers should follow when incorporating universal design. The first is equitable use, or is the design useful for students. Secondly, flexibility in use meaning can a variety of students with varying abilities use it. Next, is it simple and intuitive where any student can pick it up with little instruction. Perceptible information has to do with how the information is perceived and how effectively it is presented regardless of a students disabilities. A teacher must also be tolerance for error. The design must also need low physical effort for students who don’t don’t have the proper moder skills. The physical aspect of the design has to do with the size and space for approach and use, or is this item going to physically accommodate my learners. In interchapter 4, the book states “Improving access should be a goal for every area of human endeavor so that resources and experiences are available to the widest possible range of people. Applying these principles to circumstances beyond physical spaces and produces improved access. Nowhere is this more true that in the field of education.” This clearly states that universal design opens doors for students and gives them access to learning in a way they have never experienced it. Because of this improved access to information, I will most definately be incorporating universal design into my classroom.
It is important to address universal design in your classroom so that students who need assistance in a certain area of their education don’t stick out in the classroom. It also gives students a wider range of experiences that they can experience learning though. For example, a student who needs to have notes taken for him/her could be accommodated if the teacher prints up notes for the whole class. The students needs have been met, and yet the student doesn’t feel like they are abnormal in any way. The book lists seven principles that teachers should follow when incorporating universal design. The first is equitable use, or is the design useful for students. Secondly, flexibility in use meaning can a variety of students with varying abilities use it. Next, is it simple and intuitive where any student can pick it up with little instruction. Perceptible information has to do with how the information is perceived and how effectively it is presented regardless of a students disabilities. A teacher must also be tolerance for error. The design must also need low physical effort for students who don’t don’t have the proper moder skills. The physical aspect of the design has to do with the size and space for approach and use, or is this item going to physically accommodate my learners.
In interchapter 4, the book states “Improving access should be a goal for every area of human endeavor so that resources and experiences are available to the widest possible range of people. Applying these principles to circumstances beyond physical spaces and produces improved access. Nowhere is this more true that in the field of education.” This clearly states that universal design opens doors for students and gives them access to learning in a way they have never experienced it. Because of this improved access to information, I will most definately be incorporating universal design into my classroom.