The Experts below are selected from a list of 89898 Experts worldwide ranked by ideXlab platform
Agneta Stahl - One of the best experts on this subject based on the ideXlab platform.
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accessibility usability and Universal Design positioning and definition of concepts describing person environment relationships
Disability and Rehabilitation, 2003Co-Authors: Susanne Iwarsso, Agneta StahlAbstract:PURPOSE: The aim of this paper is to position, define and discuss three concepts crucial for research and practice concerning person-environment relationships, viz. accessibility, usability and Universal Design. METHODS: Literature review, synthesized with the authors' research and practice experiences. RESULTS: The authors suggest an instrumental, three-step definition to accessibility, highlighting that accessibility comprises a personal as well as a environmental component, and that accessibility must be analysed by an integration of both. Suggesting the introduction of an activity component, accessibility should partly be replaced by the more complex term usability. Universal Design is highlighted as a more process-oriented but less stigmatizing concept. CONCLUSION: This paper contributes to the positioning and definition of concepts describing person-environment relationships. The definitions suggested challenge current terminology, but can support in developing more efficient research and practice strategies. In order to develop theory for application to societal planning issues, the definition of concepts is a necessary step.
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accessibility usability and Universal Design positioning and definition of concepts describing person environment relationships
Disability and Rehabilitation, 2003Co-Authors: Susanne Iwarsson, Agneta StahlAbstract:Purpose : The aim of this paper is to position, define and discuss three concepts crucial for research and practice concerning person-environment relationships, viz. accessibility, usability and Universal Design. Methods : Literature review, synthesized with the authors' research and practice experiences. Results : The authors suggest an instrumental, three-step definition to accessibility, highlighting that accessibility comprises a personal as well as a environmental component, and that accessibility must be analysed by an integration of both. Suggesting the introduction of an activity component, accessibility should partly be replaced by the more complex term usability. Universal Design is highlighted as a more process-oriented but less stigmatizing concept. Conclusion : This paper contributes to the positioning and definition of concepts describing person-environment relationships. The definitions suggested challenge current terminology, but can support in developing more efficient research and practi...
Sheryl Burgstahler - One of the best experts on this subject based on the ideXlab platform.
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Universal Design implications for computing education
ACM Transactions on Computing Education, 2011Co-Authors: Sheryl BurgstahlerAbstract:Universal Design (UD), a concept that grew from the field of architecture, has recently emerged as a paradigm for Designing instructional methods, curriculum, and assessments that are welcoming and accessible to students with a wide range of characteristics, including those related to race, ethnicity, native language, gender, age, and disability. This proactive approach holds promise for more fully including underrepresented groups in computing studies and for decreasing the need, and thus costs, for academic accommodations for students with disabilities. This article summarizes the history and development of UD, references research and practices that support the UD approach, provides examples of the strategies that apply UD to instruction and assessment, and recommends topics for future research. Although the application of UD to teaching and learning is in its infancy, the potential of UD to improve computing instruction should not be ignored. Further research could test the efficacy of specific UD practices in promoting learning in computing fields.
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Universal Design in education principles and applications
DO-IT, 2009Co-Authors: Sheryl BurgstahlerAbstract:While courses, technology, and student services are typically Designed for the narrow range of characteristics of the average student, the practice of Universal Design in education (UDE) considers people with a broad range of characteristics in the Design of all educational products and environments. UDE goes beyond accessible Design for people with disabilities to make all aspects of the educational experience more inclusive for students, parents, staff, instructors, administrators, and visitors with a great variety of characteristics. These characteristics include those related to gender, race and ethnicity, age, stature, disability, and learning style.
Rob Imrie - One of the best experts on this subject based on the ideXlab platform.
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Designing inclusive environments rehabilitating the body and the relevance of Universal Design
Disability and Rehabilitation, 2014Co-Authors: Rob Imrie, Rachael LuckAbstract:The papers in this issue reflect participants' disquiet with the theoretical and conceptual content of Universal Design, and the epistemological and methodological bases shaping its understanding of disability and Design. What seems to dominate is a positivistic, scientific, tradition, placing emphasis on the production of technical, objective, knowledge and its applications. Here, a dominant focus is process-based techniques, and the evaluation of Universal Design in relation to issues of technical feasibility and operational outcomes. There is less evidence of the deployment of alternative epistemological frameworks by proponents of Universal Design, and limited engagement with moral and political philosophy, or substantive matters that relate to the interrelationships between Design and people's flourishing and suffering within the world. There is also vagueness, in some of the literature, about key terms underpinning Universal Design, such as "Universal" and "Universalism", and seminar participants were keen to explore the content of such foundational concepts, and their role in shaping Universal Design discourse. In the rest of this editorial, we outline some of the key challenges relating to the development of Universal Design, and discuss how far it may be possible to realise its radical intent in seeking to overturn deep rooted Designer conventions that rarely respond to the needs of disabled people and impaired bodies. We draw attention to the tensions between, on the one hand, the propagation of a Universal Design discourse that is challenging of Design approaches that fail to respond to corporeal diversity, and on, on the other hand, the incorporation of much Universal Design practice into conventions,a conservative Design methodologies. Such methodologies, and their underlying epistemological bases, appear to delimit the understanding of person-hood to bodies-without-impairment, or cultural norms that define the Universal subject in ways whereby disabled people are regarded as aberrations. This observation leads contributors to the special issue to interrogate how far, and in what ways, practitioners may be able to develop Universal Design not only as a "Design strategy", but as a political stratagem that has the potential to transform the dominant world view of Universal ablebodiedness.
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Universalism Universal Design and equitable access to the built environment
Disability and Rehabilitation, 2012Co-Authors: Rob ImrieAbstract:PURPOSE: The concept of Universal Design (UD) has acquired global significance and become orthodoxy of what is presented as the very best of Design practice. This is despite limited evaluation of the theoretical content of the concept. This article seeks to redress this shortfall in knowledge by providing a critique of the theoretical and conceptual components that underpin the principles of Universal Design. METHOD: Commentary. RESULTS: The content of UD appears to be reductive and functionalist, with an appeal to discourses of technical flexibility, or the notion that the problems confronting disabled people by poorly Designed built environments may be redressed by recourse to technical and management solutions. UD is characterized by its advocation of the marketization of access as the primary means to ensure the accessibility of products, including the built environment. This has the potential to reduce the "right to access" to a right to be exercised through a market presence or transaction. There is also lack of clarity about what advocates of UD understand Universalism to be, as illustrated by evidence of some ambivalence towards specialist or particular Design solutions. CONCLUSIONS: UD provides a useful, yet partial, understanding of the interrelationships between disability and Design that may limit how far inequalities of access to the built environment can be overcome.
Jonathan Whiting - One of the best experts on this subject based on the ideXlab platform.
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Universal Design for the Digital Environment: Transforming the Institution.
Educational Review, 2010Co-Authors: Cyndi Rowland, Heather Mariger, Peter M. Siegel, Jonathan WhitingAbstract:revolution is about to transform higher education. To participate in this revolution, all of us in higher education need to explore a critical concept: “Universal Design.” Universal Design was originally aimed at innovations in architecture, community spaces, and products, but today it is about creating services and products, from the beginning, in ways that will benefit the widest array of users, including those with disabilities, without the need for adaptation or specialized Design.1 It is now time for Universal Design to make the jump to cyberspace: allowing everyone to engage fully in rich digital experiences is critical not only to a just world but also to a competitive higher education institution. Yet, we still have a long way to go if we are to embrace Universal Design fully as a core institutional value—and as a primary tool for creating effective electronic services for all members of the campus community. Transforming the Institution
David H Rose - One of the best experts on this subject based on the ideXlab platform.
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Universal Design for learning in the classroom practical applications
2012Co-Authors: Tracey E Hall, Anne Meye, David H RoseAbstract:Hall, Meyer, Rose, An Introduction to Universal Design for Learning: Questions and Answers. Lapinski, Gravel, Rose, Tools for Practice: The Universal Design for Learning Guidelines. Gordon, Proctor, Dalton, Reading Strategy Instruction, Universal Design for Learning, and Digital Texts: Examples of an Integrated Approach. Vue, Hall, Transforming Writing Instruction with Universal Design for Learning. Forest Price, Johnson, Barnett, Universal Design for Learning in the Science Classroom. Murray, Brookover, Universal Design for Learning in the Mathematics Classroom. Robinson, Meyer, Doing History the Universal Design for Learning Way. Glass, Blair, Ganley, Universal Design for Learning and the Arts Option. Rose, Gravel, Domings, Universal Design for Learning "Unplugged": Applications in Low-Tech Settings. Ayala, Brace, Stahl, Preparing Teachers to Implement Universal Design for Learning
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using the Universal Design for learning framework to support culturally diverse learners
Journal of Education, 2012Co-Authors: Meia Chitategmark, Jenna W Gravel, Maria De Lourdes B Serpa, Yvonne Domings, David H RoseAbstract:This article describes the mechanism through which cultural variability is a source of learning differences. The authors argue that the Universal Design for Learning (UDL) can be extended to captur...
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Universal Design for learning meeting the challenge of individual learning differences through a neurocognitive perspective
Universal Access in The Information Society, 2007Co-Authors: David H Rose, Nicole StrangmanAbstract:The traditional “one-size-fits-all” approach to curriculum denies the vast individual differences in learning strengths, challenges, and interests. The focus of this article is a novel approach, called Universal Design for Learning, to addressing the challenge of individual learner differences. Cognitive science research suggests the joint action of three broad sets of neural networks in cognition and learning: one that recognizes patterns, one that plans and generates patterns, and one that determines which patterns are important. These networks, referred to in this paper as recognition, strategic, and affective networks, are subject to individual differences that impact how individual students learn. This paper describes these networks and how the Universal Design for Learning framework makes use of this networks-based perspective to structure the consideration of individual learner differences and guide the Design of a flexible, technology-rich curriculum that provides rich options for meeting diverse student needs.
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a practical reader in Universal Design for learning
Education Review Reseñas Educativas, 2006Co-Authors: David H Rose, Anne MeyeAbstract:Universal Design for Learning (UDL) stands at the forefront of contemporary efforts to create Universal access to educational curricula for all students, including those with disabilities. The "Universal" in UDL does not mean there is a single optimal solution for everyone. Instead, it underscores the need for flexible approaches to teaching and learning that meet the needs of different kinds of learners. In this first UDL Reader, Anne Meyer and David H. Rose, cofounders of CAST, the educational nonprofit that developed the UDL framework, bring together a collection of articles on the practical, classroom dimensions of the UDL revolution in education. The authors offer insights on learner differences, the capacities of new media in the classroom, and effective teaching and assessment practices. The volume also includes lessons from teacher professional development workshops, classroom-based research, and UDL practitioners themselves. A highly readable volume aimed particularly at school teachers and administrators, this book is also an uncommonly accessible introduction to UDL for all readers committed to creating improved and Universal access to educational materials for all students.
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Universal Design for learning in postsecondary education reflections on principles and their application
The Journal of Postsecondary Education and Disability, 2006Co-Authors: David H Rose, Wendy S Harbou, Catherine Sam Johnsto, Samantha G Daley, Linda AbarbanellAbstract:Authored by the teaching staff of T-560: Meeting the Challenge of Individual Differences at the Harvard Graduate School of Education, this article reflects on potential applications of Universal Design for learning (UDL) in university courses, illustrating major points with examples from T-560. The article explains the roots of UDL in cognitive neuroscience, and the three principles of UDL: multiple means of representing information, multiple means of expressing knowledge, and multiple means of engagement in learning. The authors also examine the ways UDL has influenced their course goals and objectives, media and materials, teaching methods, and assessment techniques, including discussion groups, lectures, textbooks, and the course website. The authors emphasize the ongoing developmental nature of the course and UDL principles as tools or guidelines for postsecondary faculty, rather than a set of definitive rules. UDL is proposed as a way to address diversity and disabilities as constructs of individuals and their environment in higher education classrooms. Universal Design, although well established in architecture and other domains, is relatively new to K-12 education and even newer to higher education. Universal Design involves Designing products, buildings, or environments so they can be used readily by the widest possible range of users. Although, this concept of Universal Design is now familiar to many educators, its application in education lags far behind its application in the built environment. We believe this lag reflects an important reality: The idea of Universal Design transfers readily from the built environment to the learning environment, but its principles and techniques do not. In this paper, we will clarify the differences between applying Universal Design in these two contexts, illustrating the principles of what we call Universal Design for learning. To illustrate some of these principles in action in higher education, we will describe the university course for which the authors are the faculty and teaching assistants. First, however, we will make some distinctions between terms that are sometimes confused: assistive technology, Universal Design, and Universal Design for learning. Assistive technologies are technologies that are specifically Designed to assist individuals with disabilities in overcoming barriers in their environment. Some relatively “low-tech” assistive technologies (e.g., canes, wheelchairs, eyeglasses) have been in place for over a century, but the addition of “high-tech” assistive technologies over the last three decades has often provided the most dramatic impact on higher education experiences for students with disabilities, while capturing the attention of the public. Examples of these newer technologies include such devices as electronic mobility switches and alternative keyboards for individuals with physical dis-
