Universal Design for Evaluation: Designing Evaluations to Include People with Disabilities and Other Vulnerable Populations
4 likes1,528 views
The document summarizes a presentation given by June Gothberg and Jennifer Sullivan Sulewski on universal design for evaluation. They discuss the background and principles of universal design and how applying those principles can help make evaluations more inclusive of people with disabilities. They introduce their universal design for evaluation checklist, which is meant to help evaluators design more accessible and equitable evaluations. The presentation provides examples of applying universal design and opportunities for collaboration through the American Evaluation Association.
Universal Design for Evaluation: Designing Evaluations to Include People with Disabilities and Other Vulnerable Populations
- 1. Universal Design for Evaluation June Gothberg National Secondary Technical Assistance Center Western Michigan University Jennifer Sullivan Sulewski Institute for Community Inclusion University of Massachusetts, Boston
- 2. Today’s Agenda 1. 2. 3. 4. Background Introduction to Universal Design Universal Design for Evaluation Opportunities with the American Evaluation Association 5. Questions 6. Ideas for Collaboration
- 3. Background DC Group – Fall 2011 An expressed concern that: • Evaluators need more knowledge and skills to include people with disabilities in their evaluation activities. • Project PIs and their evaluators need to more fully understand the complexities and challenges inherent to designing, implementing, and managing evaluation studies which involve human subjects with disabilities
- 4. Background June and Jennifer • Co-Chairs of the Disabilities and Other Vulnerable Population TIG at the American Evaluation Association. • Both of us have a vast background working with people with differences and including them in evaluations.
- 5. Background June and Jennifer • Adapted the principles of Universal Design (UD) to evaluation (2009) • Created the UD for Evaluation (UDE) checklist (2010) • Piloted the UDE checklist (2010-11) • Presented to and supported evaluators in implementing the checklist (2010-11) • Submitted a NSF PRIME proposal (2012)
- 6. Why We are Here Today Several of the fall 2011 group attended our session in October at the American Evaluation Association conference We were invited to present UDE to you and open channels to collaborate with you on an on-going basis
- 7. What is Universal Design? Universal Design is the design of products and environments to be usable by all people, to the greatest extent possible, without the need for adaptation or specialized design. Center for Universal Design, North Carolina State University
- 8. Why is UD important? The elderly: • 1 in 25 in 1900(3.1 million) • 1 in 8 in 1994(33.2 million) • 1 in 7 in 2010 (38.8 million) U.S. Census Bureau, 2010 http://www.census.gov/compendia/statab/2010/files/pop.html
- 9. Why is UD important? Non-English speaking: • 59 million people speak a language other than English at home1 • 4.8% of U.S. households are linguistically isolated because no one in the home speaks English2 1. U.S. Census Bureau, 2010 American Community Survey 2. U.S. Census Bureau, 2005-2007 American Community Survey
- 11. Why is UD important? Persons with disabilities: • 32 million adults • 5 million children • 51 million impaired* *limitations just short of federally defined disability U.S. Census Bureau, 2010 ,advertisinganddisability.com
- 12. Designed to be Useable by ‘All’ 1. 2. 3. 4. 5. 6. 7. Velcro Electric toothbrush Single tap facets Flexible drinking straws Audio books Automatic doors Q-drums http://www.optimastudio.com/disenosparatodos/en/index.php
- 13. Principles of Universal Design 1. 2. 3. 4. 5. 6. 7. Equitable use Flexibility in use Simple and intuitive use Perceptible information Tolerance for error Low physical effort Size and space for approach and use Center for Universal Design, North Carolina State University
- 14. Principle One: Equitable Use The design is useful and marketable to people with diverse abilities.
- 15. Principle Two: Flexibility in Use The design accommodates a wide range of individual preferences and abilities. Http://www.greatbuildings.com
- 16. Principle Three: Simple & Intuitive Use of the design is easy to understand, regardless of the user's experience, knowledge, language skills, or current concentration level.
- 17. Principle Four: Perceptible Information The design communicates necessary information effectively to the user, regardless of ambient conditions or the user's sensory abilities. http://www.allbraille.com
- 18. Principle Five: Tolerance for Error The design minimizes hazards and the adverse consequences of accidental or unintended actions.
- 19. Principle Six: Low Physical Effort The design can be used efficiently and comfortably, and with a minimum of fatigue. ©Pieter Hendrikse www.optimastudio.com/disenosparatodos/en/
- 20. Principle Seven: Size and Space for Approach and Use Appropriate size and space is provided for approach, reach, manipulation, and use regardless of user's body size, posture, or mobility. http://www. foreveractivemed.com
- 21. Importance of UD for Evaluation • There is a need for more rigorous and inclusive evaluation (Academic Competitive Council, 2017). • Little has been done to increase the standard of program evaluation in regards to increasing participation of minorities (Building Engineering and Science Talent, 2005).
- 22. Importance of UD for Evaluation • Evaluation of programs and increased research on the many dimensions of underrepresented minorities’ experiences help ensure that programs are well informed, well designed, and successful (National Academy of Sciences, 2011). • Evaluation can contribute to the outcomes of underrepresented groups (Mertens & Hopson, 2006).
- 23. Meet people where they are at. flickr.com/photos/robotbrainz/2535755932/
- 24. Universal Design for Evaluation Checklist
- 25. Universal Design for Evaluation Checklist
- 26. Universal Design for Evaluation Checklist
- 27. Universal Design for Evaluation Checklist
- 28. Universal Design for Evaluation Checklist
- 29. Universal Design for Evaluation Checklist
- 30. Universal Design for Evaluation Checklist
- 31. Universal Design for Evaluation Checklist
- 32. Universal Design for Evaluation Checklist Next steps • If funded – solicit 24 evaluators interested in using the checklist to improve evaluation design plans • Create free materials and tools for evaluators to use and modify as needed • Create an UDE Toolkit • In the future provide online modules
- 33. American Evaluation Association Disabilities and Other Vulnerable Populations TIG • Average between 270-330 members • Provide assistance to evaluators or provide guidance in selecting an evaluator with specific knowledge • In the process of compiling a list of TIG member ‘skills and competence’
- 34. Disabilities and Other Vulnerable Populations TIG Presentations 1993-2009
- 35. American Evaluation Association Opportunities: • EVALTALK and AEA’s LinkedIn Group • AEA Newsletter • Aea365 • Topical Interest Groups • Annual Conference • eLibrary
- 36. American Evaluation Association Thank you to Washington Evaluators for hosting this session! http://www.washingtoneval.org
- 37. Examples The following are examples of items modified for use with people with disabilities.
- 38. Consent process
- 39. Consent process
- 40. Different survey versions for different audiences
- 41. Different survey versions for different audiences
- 42. A variety of formats
- 43. Questions?
- 44. Thank you! June Gothberg NSTTAC Western Michigan University 269-387-2821 (office) 269-841-9279 (cell) june.gothbeg@wmich.edu Jennifer Sullivan Sulewski ICI University of Massachusetts, Boston 617-287-4356 (office) 617-287-4352 (fax) jennifer.sulewski@umb.edu