DO-IT - Instruction

Course Accessibility Checklist: A Promising Practice in Helping Instructors Create Accessible Online Learning Courses

lylac — Tue, 24 Mar 2020 21:31:21 +0000

Date Updated:

05/23/22

Skagit Valley Colleges (SVC) offers online (eLearning) courses that are academically rigorous and equivalent to traditional face-to-face courses. Courses offered online are the same in terms of credits, learning objectives, competencies, content, and transferability. They are also the same when it comes to policies concerning admission requirements and accessibility assurances.

In order to assist instructors in making their online courses more universally designed and, more specifically, accessible to individuals with disabilities, staff in the eLearning department at SVC developed a course accessibility checklist. The checklist is designed for instructors to use by applying each guideline as they prepare their course. It can be used with any course that employs digital content, including those that are primarily face-to-face, hybrid, or fully online.

Items on the checklist include those listed below.

1. Textbook, syllabus, and handouts

Textbook requisition was submitted on time and is available in the bookstore.
There is a plan to provide alternative access if a textbook can’t be accessed by a student by the first day of class.
I have permission from the copyright holder to use the print and/or electronic content in my course.
Required course reserve materials are in a clear and readable format, and are available in the library on all campuses. There is an electronic version online students can access from home.
The syllabus has a disability support statement, academic integrity policy, and a list of support resources.
All handouts (e.g., Microsoft Word, Excel, and PowerPoint documents) are accessible and are offered in both original format as well as PDF (Portable Document File) format for easy viewing and device compatibility.

2. Audio and video

All audio presentations (MP3s, CDs, or other audio formats) are available with a transcript.
All video presentations (DVDs, Panopto recordings, YouTube videos, or other video formats) are captioned.
If the top two are not possible, there is at least a work in progress to transcribe or add captions on course videos.

3. Web pages, Canvas, LMSs

There is clear layout and predictable navigation. Try to navigate through your Canvas course without using the browser “Back Button.” Keep it simple; if a student can’t find the information they want within three clicks, they can often become frustrated.
Meaningful links are used throughout the text. A good example of a link name: “Read more about Disability Access Services.” A bad example of link name: “Click Here.”
Text format uses headings and sub-headings style, and bulleted lists are used throughout the text.
No blinking and/or flashing content.
Avoid drag and drop activities that require the use of mouse.

4. Good use of colors and images

There is a strong contrast between background and text. For example, if you have a white background, use black text.
Don’t use the name of color for direction; and don’t assume that everyone can distinguish colors. For example, don’t use “See information in red” or “Click yellow button.” In contrast, use a meaningful description such as “Contact Information is found at end of the page.”
For images, graphics, and tables: Make sure you have a caption explaining what it is by including alternative (Alt) tags and/or long descriptions. For graphics that are purely decorative, include a blank Alt tag so the screen reader doesn’t read the image name.

5. Check your Canvas course for accessibility issues

Use Ally, a tool used to check common accessibility issues in files you upload in Canvas (e.g., Word documents, PDFs, and images). It scans those files, generates a report, and provides suggestions on how to fix accessibility issues. It also creates alternative formats (e.g., Audio, PDFs, HTML, and electronic braille).

6. Testing

Accommodate students requiring extended time for testing and/or provide alternative testing format as recommended by Disability Access Services.

7. Help, technology, and mobile devices

Have a training plan and/or self-help resources for students
Allow mobile devices in the classroom if they are for learning activities (e.g., taking notes, reading the textbook, and/or recording presentations.)

The course accessibility checklist is a promising practice in helping instructors create accessible digital learning opportunities. The clear and concise set of items can be reviewed before the start of each quarter, providing instructors with an easy to understand overview of some of the essential universal design elements and accessibility features to include in their courses.

For information on creating accessible distance learning courses consult the many resources linked from the AccessDL (the Center for Accessible Distance Learning) and AccessCyberlearning websites.

Equal Access: Universal Design of Informal Learning

eol — Thu, 06 Feb 2020 19:41:06 +0000

Equal_Access_Universal_Design_of_Informal_Learning.pdf

A checklist for making an informal learning program or facility welcoming, accessible, and usable

As increasing numbers of people with disabilities participate in academic opportunities and careers, the accessibility of classes, services, electronic resources, and events—including informal learning activities—increases in importance. The goal is simply equal access; everyone who would like to engage in informal learning should be able to do so comfortably and efficiently. Informal learning is defined here as lifelong learning that takes place outside of the traditional classroom. The content of this publication can help informal learning leaders and staff get started in making their offerings accessible to and inclusive of people with disabilities.

Legal Issues

Section 504 of the Rehabilitation Act of 1973, the Americans with Disabilities Act of 1990, and the Americans with Disabilities Act Amendments of 2008 mandate that no otherwise qualified person with a disability shall, solely by reason of his or her disability, be excluded from the participation in, be denied the benefits of, or be subjected to discrimination in public programs. This means that presentations, services, information resources, and other informal learning activities should be accessible to individuals with disabilities. Although the content in this publication does not provide legal advice, legal resources available to an organization and the US Office of Education’s Office for Civil Rights (OCR) can provide guidance regarding disability-related legal mandates.

Universal Design

An approach to making facilities, information, and activities accessible to and usable by everyone is called universal design (UD). Universal design means that rather than designing for the average user, you design for people with differing native languages, gender identities, racial and ethnic backgrounds, abilities, and disabilities. It requires that staff and volunteers who conduct informal learning activities are trained to support people with disabilities, understand how to respond to specific requests for accommodations in a timely manner, and know who to contact regarding disability-related issues. The universal design of informal learning offerings will make everyone feel welcome and minimize the need for accommodations for individual participants.

Following three sets of principles can ensure that online and on-site aspects of an informal learning program are accessible to, usable by, and inclusive of all visitors. The seven principles of UD ensure that products and environments are equitable, are flexible, are simple and intuitive, offer perceptible information, have a high tolerance for error, require a low level of physical effort, and offer size and space for approach and use. Four principles for IT design underpin the Web Content Accessibility Guidelines (WCAG) guidelines; they require IT components to be perceivable, operable, understandable, and robust. The three principles for the Universal Design for Learning require that inclusive pedagogy and curriculum offer multiple means of engagement, multiple means of representation, and multiple means of action and expression. Details about a UD Framework underpinned by these three sets of principles can be found in A Framework for Inclusive Practices in Higher Education.

Guidelines and Examples

Addressing the following questions provides a good starting point for making your informal learning activities, facilities, and resources accessible and inclusive of everyone. This content does not provide legal advice. Contact the US Office of Education’s Office for Civil Rights (OCR) about legal mandates.

Planning, Policies, and Evaluation

Consider disability and other diversity issues as you plan and evaluate offerings and activities.

Are people with disabilities, racial and ethnic minorities, men and women, young and old, first generation, individuals with low income, and other groups represented in the project planning processes in numbers proportional to those of the whole campus or community?
Do policies and procedures ensure access to facilities, events, and information resources for people with disabilities?
Are disability-related access issues and other diversity issues addressed in data collection, evaluation plans and instruments?
Do you address issues related to the inclusion of participants with disabilities in grant proposals, perhaps by partnering with an organization with expertise in this area?

Information Resources and Technology

If your informal learning offerings use computers as information resources, ensure these systems employ accessible design, that staff members are aware of accessibility options, and systems are in place to make accommodations when requested.

Do pictures in your publications and website include people with diverse characteristics with respect to race, gender, age, and disability?
In key publications, do you include a statement about your commitment to access and procedures for requesting disability-related accommodations? For example, you could include the following statement: “Our goal is to make materials and activities accessible to all participants. Please inform organization leaders of accessibility barriers you encounter and request accommodations that will make activities and information resources accessible to you.”
Are all printed publications available (immediately or in a timely manner) in alternate formats such as Braille, large print, and accessibly-designed electronic text?
Are key documents provided in languages other than English?
Are printed materials in your facility or at an event within easy reach from a variety of heights and without furniture blocking access?
Do electronic resources, including web pages, adhere to accessibility standards adopted by your institution, project or funding source? The World Wide Web Consortium created the most commonly used guidelines, the Web Content Accessibility Guidelines. For example, provide text alternatives for images; make sure content can be accessed using the keyboard alone.
Do you include a statement on your website affirming your commitment to accessible design? For example, you could include the following statement: “We strive to make our website accessible to everyone. We provide text descriptions of graphics, images, and photos. Video clips are open-captioned and audio-described. Suggestions for increasing the accessibility of these pages are welcome.”
Do videos developed or used in the project have captions? Are they audio-described?
Is an adjustable-height table available for each type of workstation to assist participants who use wheelchairs or are small or large in stature?
Do you provide adequate work space for both left- and right-handed users?
Is software to enlarge screen images and a large monitor available to assist people with low vision and learning disabilities?
Do you provide a trackball to be used by someone who has difficulty controlling a traditional mouse?
Are staff members aware of accessibility options (e.g., enlarged text feature) included in computer operating systems and of assistive technology available in the facility?
Are procedures in place for a timely response to requests for assistive technology?

For more information about technology that is accessible to people with disabilities, consult Accessible Technology.

Facilities and Offerings

Ensure that facilities, activities, materials, and equipment are physically accessible to and usable by all participants, and that all potential characteristics are addressed in safety considerations.

Are all spaces welcoming, accessible, comfortable, and safe to a variety of abilities, racial and ethnic backgrounds, genders, and ages?
Are there parking areas, pathways, and entrances to the building that are wheelchair accessible and clearly identified?
Are all levels of the facility connected via an accessible route of travel?
Are aisles kept wide and clear of obstructions for the safety of users who have mobility or visual impairments?
Are wheelchair-accessible and child-friendly restrooms with well-marked signs available in or near the facility?
Is at least part of a service counter at a height accessible from a seated position?
Is adequate light available?
Are there ample high-contrast, large-print directional signs to and throughout the facility, including directions to accessible routes? When appropriate, are these signs marked in braille?

Consult the ADA Checklist for Readily Achievable Barrier Removal for more suggestions and Universal Design of Physical Spaces for guidance in making specific facilities (e.g., engineering labs, makerspaces, computer labs) accessible.

Staff

Make sure staff are prepared to work with all visitors and participants.

Are staff members familiar with the availability and use of the Telecommunications Relay Service, assistive technology, and alternate document formats?
Do staff members know how to respond to requests for disability-related accommodations, such as sign language interpreters?
Are staff and contractors in specific assignment areas (e.g., web page development, video creation) knowledgeable about accessibility requirements and considerations?
Are staff members aware of issues related to communicating with participants who have disabilities?
Do staff deliver conference presentations and exhibits that are accessible to all participants?

For further information, consult the Communication Hints section at the end of this publication, Effective Communication: Faculty and Students with Disabilities, and/or Equal Access: Universal Design of Your Presentation.

Checklist Updates

To increase the usefulness of this working document, send suggested improvements to doit@uw.edu.

Communication Hints

Treat people with disabilities with the same respect and consideration with which you treat others. Here are some helpful hints when it comes to delivering a presentation, hosting an exhibit, and otherwise relating to people with disabilities.

General

Ask a person with a disability if that person needs help before providing assistance.
Talk directly to the person with a disability, not through their companion or interpreter.
Refer to a person’s disability only if it is relevant to the conversation.
Avoid derogatory slang or negative descriptions of a person’s disability. For example, “a person who uses a wheelchair” is more appropriate than “a person confined to a wheelchair.” A wheelchair is not confining—it’s liberating!
Provide information in alternate means (e.g., written, spoken, diagrams).
Do not interact with a person’s guide dog or service dog unless you have received permission to do so.
Do not be afraid to use common terms and phrases, like “see you later” or “let’s go for a walk” around people with disabilities.
Do not touch mobility devices or assistive technology without the owner’s consent.
Do not assume physical contact—like handshakes, high-fives, or hugs—is okay.
Understand that not everyone uses eye contact.

Blind or Low Vision

Be descriptive. Say, “The computer is about three feet to your left,” rather than “The computer is over there.”
Speak all of the projected content when presenting and describe the content of charts, graphs, and pictures.
When guiding people with visual impairments, offer them your arm rather than grabbing or pushing them.

Learning Disabilities

Offer directions or instructions both orally and in writing. If asked, read instructions to individuals who have specific learning disabilities.

Mobility Impairments

Consider carrying on a long conversation with an individual who has a mobility impairment from a seated position.

Speech Impairments

Listen carefully. Repeat what you think you understand and then ask the person with a speech impairment to clarify or repeat the portion that you did not understand.

Deaf or Hard of Hearing

Face people with hearing impairments, and avoid covering your mouth, so they can see your lips. Avoid talking while chewing gum or eating.
Speak clearly at a normal volume. Speak louder only if requested.
Repeat questions from audience members.
Use paper and pencil, or type things out on your cell phone, if the person who is deaf does not read lips or if more accurate communication is needed.
When using an interpreter, speak directly to the person who is deaf; when an interpreter voices what a person who is deaf signs, look at the person who is deaf, not the interpreter.

Psychiatric Impairments

Provide information in clear, calm, respectful tones.
Allow opportunities for addressing specific questions.

Additional Resources

For more information about applications of universal design consult The Center for Universal Design in Education. Read the books Universal Design in Higher Education: From Principles to Practice, Second Edition and Creating Inclusive Learning Opportunities In Higher Education: A Universal Design Toolkit, both published by Harvard Education Press and sharing perspectives of UD leaders nationwide.

Consult AccessISL for resources specifically related to the design of accessible informal learning. You’ll find links to literature, websites, and a Knowledge Base of Q&As, case studies, and promising practices. To engage in the AccessISL community of practice to engage with others interested in making informal learning more inclusive of people with disabilities, send a request to doit@uw.edu.

��ԭ�� AccessISL

AccessISL supports efforts to develop a capacity building model for making informal STEM learning (ISL) opportunities more welcoming and accessible to individuals with disabilities. The project also prepares the ��ԭ�� for the submission of a larger accessible ISL grant as collaborators develop and test model interventions, more fully develop replication steps, and gain insight from both people with disabilities and practitioners.

DO-IT / AccessISL
Box 354842
��ԭ��
Seattle, WA 98195-4842
doit@uw.edu
www.uw.edu/doit/
206-685-DOIT (3648) (voice/TTY)
888-972-DOIT (3648) (toll free voice/TTY)
509-328-9331 (voice/TTY) Spokane
206-221-4171 (fax)

Sheryl Burgstahler, PI
Meena Selvakumar, Co-PI
Scott Bellman, Project Director

Acknowledgment

This publication is based upon work supported by the National Science Foundation (Grant #DRL-1906147). Any opinions, findings, and conclusions or recommendations expressed in this material are those of the author and do not necessarily reflect the views of the funding sources.

Are Advanced Placement Computer Science Principles curricula accessible to students with disabilities?

brianna — Fri, 24 Jan 2020 21:38:19 +0000

Date Updated:

05/23/22

Many different curricula are used to teach Advanced Placement (AP) Computer Science Principles (CSP). Most of these curricula are not fully accessible to students with disabilities, largely because the programming tools that they utilize are not accessible to students who are blind or visually impaired and typically use screen readers to access content presented on the screen. Screen readers can read text aloud to users but cannot interpret content presented in images.

AccessCSforAll developed an accessible version of the AP CSP curriculum that uses the Quorum programming language, which is designed to be accessible to students with disabilities. The accessible curriculum is based on the Code.org curricula.

For more information about accessible K-12 computer science education, consult the following knowledge base articles:

AccessCSforAll is funded by the National Science Foundation (grant #CNS-1738252 and #CNS-1738259) and led by the ��ԭ�� and the University of Nevada Las Vegas. Its purpose is to increase the successful participation of students with disabilities in K-12 computing courses.

Are there Hour of Code activities that are accessible to students with visual impairments?

brianna — Fri, 24 Jan 2020 00:29:24 +0000

Date Updated:

05/23/22

Code.org’s Hour of Code activities are one-hour tutorials designed to expose K-12 students to coding and other aspects of computer science. Although there are numerous Hour of Code projects, many are not accessible to students who are blind and visually impaired. However, there are two that utilize the Quorum programming language and are accessible.

Code with Mary, Astronomy, Dash Joins a Dance Circle (K-5), and Dash Joins a Dance Circle (with functions) (6-8) are fully accessible to students with visual impairments and can also be used with a classroom of sighted students. Currently, there are no other accessible Hour of Code activities.

For more information about Code.org and students with disabilities, consult Supporting Students with Disabilities for the Hour of Code.

For more information about accessible K-12 computer science, consult the following knowledge base articles:

Equal Access: Universal Design of Your Presentation

eol — Wed, 24 Jun 2015 01:39:15 +0000

EA_UD_Presentations.pdf

By:

Sheryl Bugstahler, Ph.D.

A checklist for making your presentation welcoming and accessible to everyone

Increasing numbers of people with disabilities attend professional conferences and meetings. Most presenters have the goal that everyone who attends their presentation is able to fully participate and access information. Reaching this goal involves efforts at many levels. To begin with, think about the diverse characteristics that may be present in your audience. Potential attendees may have different learning styles, may not be fluent in the language in which you are presenting, and/or may have difficulty

seeing,
hearing,
moving,
speaking, and/or
understanding common phrases and jokes in your culture.

Universal Design (UD)

A proactive approach to making facilities, information resources, and instruction welcoming to, accessible to, and usable by everyone is called universal design (UD). Universal design means that rather than designing something for the average user, you design it for people with a broad range of characteristics such as native language, gender, race, ethnic background, age, sexual orientation, learning style, and ability. To apply UD to your presentation, it is important that you know how to present your material effectively to people with a variety of disabilities and respond to requests for specific accommodations. Ensure that everyone feels welcome, and can

get to the facility and maneuver within it,
access the content presented,
access printed materials and electronic resources, and
fully participate in presentation activities.

For example, the author of this publication regularly employs UD when she delivers on-site presentations by taking the steps described below.

All presentation videos are captioned, website resources are universally designed, handouts are provided in alternate formats, presentation visuals use large bold fonts and are uncluttered, a microphone is used by the presenter, and, before the audience arrives, chairs are moved so that any wheelchair-users who might attend have multiple options for positioning themselves in the room. Efforts are also made to speak slowly and clearly, describe orally all content that is presented visually, avoid unnecessary jargon, define terms that might be unfamiliar to some attendees, make eye contact with and engage many members of the audience, and repeat questions asked by attendees before answering them. These proactive steps on the presenter’s part minimize the need for special accommodations. Typically, the only disability-related accommodation requested in these presentations is a sign language interpreter or real-time captioner by an individual who is deaf; such arrangements would be requested ahead of time by the participant from the event sponsor. Particularly positive feedback given by attendees includes appreciation for the flexibility of the seating arrangement by individuals who use wheelchairs, for video captions by attendees who are deaf and by those whose first language is not English, for orally describing visual content by individuals who are blind, and for providing materials in multiple formats by many. (Taken from Burgstahler, S. [2011]. Universal design: Implications for computing education. ACM Transactions on Computing Education, 11[3], 19-1–19-17.)

To be prepared for any situation, universally design your presentation as suggested in the paragraphs that follow. These tips provide a good starting point for making your conference presentations accessible to anyone who might be in the audience. Some apply to on-site meetings, some apply to online presentations, and many apply to both.

Presentation Facilities

Ensure physical access, comfort, and safety.

Be sure that the presentation location is wheelchair-accessible.
Keep aisles wide and clear of obstructions.
Arrange chairs in the presentation room so that a wheelchair-user has multiple options for locations to sit.
Arrange furniture so that everyone has a clear line of site to the presentation area.

If your presentation includes hands-on computer activities, place at least one computer on an adjustable-height table. Be prepared to respond to requests for assistive technology. In most cases, it would be reasonable that such requests be made before the event; make the process for requesting technology-related accommodations clear in promotional materials and adopt a procedure to respond in a timely manner.

Preparation

Prepare for a diverse audience.

Consider the target audience and the wide variety of characteristics within that audience, especially with respect to the ability to hear, see, speak, understand the language you are speaking in, and move about.
Create an accurate and inviting description of your presentation for promotional purposes. Include pictures of participants with diverse characteristics with respect to disabilities, race, ethnicity, gender to make members of these groups feel welcome at your presentation.
Include a statement in promotional materials that tells how to request disability-related accommodations for the presentation. For example, the presentation organizer could include “Our goal is to make presentations and related materials accessible to everyone. Please inform staff of accessibility barriers you encounter and request accommodations that will make our presentations and materials accessible to you.”
Be aware of issues related to communicating with participants who have disabilities. See Presentation and Other Communication Hints at the end of this publication for specific guidelines. For further suggestions, consult Effective Communication: Faculty and Students with Disabilities.
Know how to respond to requests for disability-related accommodations (e.g., presentation materials in alternate formats, sign language interpreters).

Presentation Materials

Universally design presentation materials for attendees so that they are accessible to everyone.

Use multimedia such as videos, overhead slides, visual aids, props, and handouts.
On visuals (e.g., projected slides):
- use large (at least 24 point), simple, san serif fonts (e.g., Helvetica) that can be easily read by most individuals from the back of a large room.
- use background and text colors that are high in contrast and avoid combinations difficult for people who are color blind to read. Do not use color as the only method for conveying information.
- make sure that backgrounds are not cluttered and leave plenty of “white space.”
- use large, simple charts and tables.
- avoid presenting images of complex charts or tables.
- present your content in a well-organized manner; allow flexibility to adjust to your audience as appropriate.
- use clear, simple language and keywords and phrases rather than full sentences.
- spell out abbreviations and acronyms when first used.
If you demonstrate web pages, present them in enlarged print that can be read by participants in the back or the room or who have visual impairments.
Make sure that videos used in your presentation are captioned. It is also a good idea to have them audio described (where additional visual content is verbalized for someone who is blind) or have a transcription available in a text format.
If appropriate, provide materials ahead of time for sign language interpreters and/or Computer Assisted Real-time Translation (CART) writers so that they can prepare for their translation for students who are deaf or hard of hearing.
If you distribute printed handouts, have a few available in large print and on disks in an accessible format.
If materials are provided to attendees online, make sure that they are accessibility designed (e.g., format in text, provide a text-based description of the content of images; use a heading structure).

For guidance on how to prepare accessible Microsoft Word and PowerPoint documents, PDFs, and web pages, consult Accessible Technology at UW.

Delivery

Make your presentation welcoming, accessible, and inclusive.

Promote a welcome and nonjudgmental learning environment.
Warmly welcome participants as they enter the room, making eye contact with each person.
Let participants know if you will field questions during or after your presentation.
Speak clearly and in well-modulated tones. Avoid speaking too rapidly or softly. This is particularly important for participants whose first language is not yours and for individuals with hearing impairments and when sign language interpreters or CART transcribers are in the room.
Use a microphone.
Face the audience and maintain eye contact.
Address different learning styles by incorporating a variety of instructional methods that use a variety of senses.
Speak key content that is presented visually. For example, don’t say, “As you can see on this slide” because some may not be able to see the slide. A good idea is to pretend you are presenting your talk as a phone conference and describe your content in the way you would describe it in that situation. Define all terms and acronyms that might not be known by someone.
Illustrate key points with a variety of examples, real-life experiences, or stories that appeal to multiple demographic groups.
Repeat questions participants pose to ensure that everyone in the audience understands them.
Summarize key points.
Redirect discussion that wanders from the topic at hand.
Address accessibility issues for activities such as small group discussions.
If you are using conferencing software, turn on the captioning feature, if available.

Checklist Updates

To increase the usefulness of this working document, send suggested updates to doit@uw.edu.

Communication Hints

General

Ask a person with a disability if that person needs help before providing assistance.
Talk directly to the person with a disability, not through their companion or interpreter.
Refer to a person’s disability only if it is relevant to the conversation.
Avoid derogatory slang or negative descriptions of a person’s disability. For example, “a person who uses a wheelchair” is more appropriate than “a person confined to a wheelchair.” A wheelchair is not confining—it’s liberating!
Provide information in alternate means (e.g., written, spoken, diagrams).
Do not interact with a person’s guide dog or service dog unless you have received permission to do so.
Do not be afraid to use common terms and phrases, like “see you later” or “let’s go for a walk” around people with disabilities.
Do not touch mobility devices or assistive technology without the owner’s consent.
Do not assume physical contact—like handshakes, high-fives, or hugs—is okay.
Understand that not everyone uses eye contact.

Blind or Low Vision

Be descriptive. Say, “The computer is about three feet to your left,” rather than “The computer is over there.”
Speak all of the projected content when presenting and describe the content of charts, graphs, and pictures.
When guiding people with visual impairments, offer them your arm rather than grabbing or pushing them.

Learning Disabilities

Offer directions or instructions both orally and in writing. If asked, read instructions to individuals who have specific learning disabilities.

Mobility Impairments

Consider carrying on a long conversation with an individual who has a mobility impairment from a seated position.

Speech Impairments

Listen carefully. Repeat what you think you understand and then ask the person with a speech impairment to clarify or repeat the portion that you did not understand.

Deaf or Hard of Hearing

Face people with hearing impairments, and avoid covering your mouth, so they can see your lips. Avoid talking while chewing gum or eating.
Speak clearly at a normal volume. Speak louder only if requested.
Repeat questions from audience members.
Use paper and pencil, or type things out on your cell phone, if the person who is deaf does not read lips or if more accurate communication is needed.
When using an interpreter, speak directly to the person who is deaf; when an interpreter voices what a person who is deaf signs, look at the person who is deaf, not the interpreter.

Psychiatric Impairments

Provide information in clear, calm, respectful tones.
Allow opportunities for addressing specific questions.

Additional Resources

For more detailed content online consult:

Removing Barriers: Planning Meetings That Are Accessible To All Participants
http://fpg.unc.edu/sites/fpg.unc.edu/files/resources/other-resources/NCO...
How to Make Your Presentations Accessible to All
https://www.w3.org/WAI/teach-advocate/accessible-presentations/
Accessible Presentation Guide
https://www.sigaccess.org/welcome-to-sigaccess/resources/accessible-pres...

For more information about applications of universal design, consult The Center for Universal Design in Education. The book Universal Design in Higher Education: From Principles to Practice, Second Edition published by Harvard Education Press shares perspectives of UD leaders nationwide. Learn more or order online here.

��ԭ�� DO-IT

DO-IT (Disabilities, Opportunities, Internetworking, and Technology) serves to increase the successful participation of individuals with disabilities in challenging academic programs such as those in science, engineering, mathematics, and technology. Primary funding for DO-IT is provided by the National Science Foundation, the State of ��ԭ��, and the U.S. Department of Education. DO-IT is a collaboration of UW Information Technology and the Colleges of Engineering and Education at the ��ԭ��.

Grants and gifts fund DO-IT publications, videos, and programs to support the academic and career success of people with disabilities. Contribute today by sending a check to DO-IT, Box 354842, ��ԭ��, Seattle, WA 98195-4842.

Your gift is tax deductible as specified in IRS regulations. Pursuant to RCW 19.09, the ��ԭ�� is registered as a charitable organization with the Secretary of State, state of ��ԭ��. For more information call the Office of the Secretary of State, 1-800-322-4483.

To order free publications or newsletters use the DO-IT Publications Order Form; to freely view videos online, consult the DO-IT Videos page to order videos and training materials use the Videos, Books and Comprehensive Training Materials Order Form.

For further information, to be placed on the DO-IT mailing list, request materials in an alternate format, or to make comments or suggestions about DO-IT publications or web pages contact:

DO-IT
��ԭ��
Box 354842
Seattle, WA 98195-4842
doit@uw.edu
www.washington.edu/doit/
206-685-DOIT (3648) (voice/TTY)
888-972-DOIT (3648) (voice/TTY)
206-221-4171 (fax)
509-328-9331 (voice/TTY) Spokane
Founder and Director: Sheryl Burgstahler, Ph.D.

Learn more about DO-IT Funding and Partners here.

Acknowledgment

This publication is based upon work supported by the National Science Foundation (Grant# 61-7821). Any questions, findings, and conclusions or recommendations expressed in this material are those of the author and do not necessarily reflect the views of the National Science Foundation.

2015

Captions: Improving Access to Postsecondary Education

Terrill — Mon, 29 Dec 2014 23:51:51 +0000

Professors, students, and IT administrators share the benefits of using captions on videos in postsecondary courses.

Project:

AccessComputing

AccessCyberlearning

AccessERC

Year:

2014

Captions: Improving Access to Postsecondary Education

Featured:

off

UD Topic:

Technology-Environement

Video and Multimedia

Equal Access: Universal Design of an Academic Department

teasler3 — Mon, 07 Apr 2014 22:07:07 +0000

EA_Academic_Departments.pdf

By:

Sheryl Burgstahler, Ph.D

A checklist for making postsecondary departments welcoming and accessible to all students

The group of individuals pursuing higher education is becoming increasingly diverse with respect to gender, race, ethnicity, learning style, age, disability, and other characteristics. High-tech careers are potentially open to individuals with disabilities because of advancements in assistive technology that provide access to computers. However, the inaccessible design of facilities and software, curriculum, web pages, and distance learning courses continue to erect barriers.

When it comes to an academic department, the vision is simply equal access. Everyone who qualifies to take courses within your department and anyone who is qualified to teach them should be able to do so.

Universal design (UD) is an approach that can make your department accessible to all potential students and instructors. Universal design is defined as “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.” It suggests that, rather than design your departmental offerings for the average user, design them for people with a broad range of abilities, disabilities, ages, reading levels, learning styles, native languages, cultures, and other characteristics. More information about applications of universal design can be found in Universal Design: Principles, Process, and Applications.

In applying UD, keep in mind that individuals in your department may have learning disabilities or visual, speech, hearing, and mobility impairments. For some, English is not their first language. Some may be older than the average student. Make sure everyone

feels welcome,
can get to facilities and maneuver within them,
is able to fully benefit from resources and courses, and
can make use of equipment and software.

Although applying UD minimizes the need for accommodations for students, faculty, and staff with disabilities, it is also important to have a plan in place to respond to additional accommodation requests in a timely manner and to ensure that faculty and staff are prepared to work with colleagues and students who have disabilities.

Guidelines and Examples

The following questions can guide faculty and administrators in making their academic department more accessible. This content does not provide legal advice. To help clarify legal issues, consult your campus legal counsel or ADA/504 compliance officer or call your regional Office for Civil Rights (OCR).

Planning, Policies, and Evaluation

Consider diversity issues as you plan and evaluate your facilities and programs.

Are people with disabilities, racial and ethnic minorities, students with diverse gender identities and sexual orientations, young and old students, and other groups represented on your staff, faculty, and student body?
Are people with disabilities, racial and ethnic minorities, students with diverse gender identities and sexual orientations, young and old students, and other groups included in departmental planning and review processes and advisory committees?
Do you have policies and procedures that ensure access to facilities, printed materials, computers, and electronic resources for people with disabilities?
Do policies and procedures require that accessibility be considered in the procurement process for software and other information technology? (See, for example, the Section 508 Standards for Electronic and Information Technology or the W3C’s Web Content Accessibility Standards [WCAG]).
Do policies and procedures require that accessibility be considered when departmental websites or software are created?
Do you have a procedure to ensure a timely response to requests for disability-related accommodations? Is this content included on the departmental website and is it in faculty and staff orientations and periodically in other meetings?
Are disability-related access issues addressed in any external or internal evaluations that are done of your courses or services?

Facility and Environment

Ensure physical access, comfort, and safety within an environment that is welcoming to visitors with a variety of abilities, racial and ethnic backgrounds, genders, and ages.

Are the parking areas, pathways, and entrances to departmental buildings wheelchair-accessible?
Are all levels of departmental facilities connected via wheelchair-accessible routes of travel? Are accessible routes of travel easy to find?
Are there ample high-contrast, large-print directional signs to and throughout departmental labs, administrative offices, classrooms, and other facilities? Is braille signage available when appropriate?
Are parts of counters and desks in student service areas at a height accessible from a seated position?
Are aisles kept wide and clear of obstructions for the safety of users who have mobility or visual impairments?
Is adequate light available?
Are there quiet work or meeting areas where noise and other distractions are minimized?
Do elevators have auditory, visual, and tactile signals and are elevator controls accessible from a seated position?
Are wheelchair-accessible restrooms with well-marked signs available?
Consult the ADA Checklist for Readily Achievable Barrier Removal for more suggestions.

Support Services

Make sure support staff are prepared to work with all students, faculty, and staff.

Do staff members know how to respond to requests for disability-related accommodations such as sign language interpreters?
Are staff members familiar with alternate document formats?
Are staff members aware of issues related to communicating with students of different races, ethnicities, ages, and abilities? See the Communication Hints at the end of this publication.
Is the departmental Webmaster knowledgeable about accessible web design?

Consult Equal Access: Universal Design of Student Services for more suggestions for making services welcoming to accessible to and usable by all students.

Information Resources

Ensure that departmental publications and websites welcome a diverse group and that information is accessible to everyone.

Are accessibility issues incorporated into mainstream web design and other technology training for students and staff?
Do pictures in departmental publications and on websites include people with diverse characteristics with respect to race, gender, age, and disability?
In key publications, does the department include a statement about its commitment to universal access and procedures for requesting disability-related accommodations? For example, you could include the following statement: “The [name] Department values diversity and strives to make courses, information resources, and services accessible to all potential students and visitors. Please inform faculty and staff of accessibility barriers you encounter and request accommodations that will make courses, services, and information resources accessible to you.” Ideally use the institution’s standard diversity statement.
Are key documents provided in language(s) other than English?
Are all printed publications available in an accessible format on the department’s website and also available (immediately or in a timely manner) in alternate formats such as Braille, large print, and electronic text?
Do departmental web pages adhere to accessibility guidelines or standards adopted by your institution or your department? Section 508 Standards for Accessible Electronic and Information Technology and the W3C’s Web Content Accessibility Guidelines are most commonly used. For information about designing accessible websites, consult the World Wide Access: Accessible Web Design video and publication.

Courses and Faculty

Ensure that faculty members deliver courses that are accessible to all students and that accommodations are provided in a timely manner.

Do video presentations used in courses or other presentations have captions? Audio descriptions? Do podcasts have transcripts?
Do faculty members know how to respond to requests for disability-related accommodations such as sign language interpreters?
Are instructors aware of issues related to communicating with students of different races, ethnicities, and ages and students who have disabilities? (See the Communication Hints at the end of this publication.)
Do faculty members employ accessible web design practices for their websites?
Are faculty members familiar with and do they employ instructional strategies that maximize the learning of all students? (See Equal Access: Universal Design of Instruction for a checklist of instructional strategies.)
Do administrators and instructors promote the use of flexible methods of assessment for students with diverse abilities and learning styles?
Is universal and accessible design incorporated into the curriculum of appropriate courses (e.g., requiring software designed by students be accessible to people with disabilities)?

Computers, Software, and Assistive Technology

Make technology in departmental computing facilities accessible to everyone. Begin with a few items and add more later.

Is an adjustable-height table available for each type of computer workstation?
Is screen enlargement software available for users with low vision? Is a large monitor available so that a larger amount of screen can be viewed while magnified?
Is text-to-speech software available to those with print-related disabilities?
Is a trackball available for those who have difficulty controlling a mouse?
Is a wrist rest and forearm rest available for those who require extra support while typing?
Can controls on computers, printers, scanners, and other information technology be reached from a seated position (e.g., easy access to power switches on computers and surge protectors)?
Are adequate work areas available for both right- and left-handed users?

For more information about making a computer lab accessible, consult Equal Access: Universal Design of Computer Labs. For information about assistive technology, consult DO-IT’s technology and universal design videos and publications.

Checklist Updates

This checklist was adapted with permission from the checklists within the publications Equal Access: Universal Design of Computer Labs and Equal Access: Universal Design of Student Services. All of these checklists are field-tested and refined at postsecondary institutions nationwide. To increase the usefulness of the checklist for your department included in this publication, send suggestions to doit@uw.edu.

Getting Started

Looking at all of these suggestions may seem overwhelming. The great thing about UD, however, is it can be applied incrementally. For example, a department might begin by assigning an existing diversity committee or creating a new task force to explore ways of making the department more welcoming and accessible to everyone. Members of the advisory group could, as they go through the checklist provided in this publication, cross off items not applicable in their department, note as “done” those that have already been accomplished, and label with a recommended deadline date for those they feel should be addressed by the department. Then, using the online version of this publication, they could order the items by date and add additional notes as appropriate.

Presenting the timeline to the department decision-maker on diversity issues could be the next step. Once approval is secured, assigning staff and, when needed, securing budget funds could move the project along.

Communication Hints

General

Ask a person with a disability if that person needs help before providing assistance.
Talk directly to the person with a disability, not through their companion or interpreter.
Refer to a person’s disability only if it is relevant to the conversation.
Avoid derogatory slang or negative descriptions of a person’s disability. For example, “a person who uses a wheelchair” is more appropriate than “a person confined to a wheelchair.” A wheelchair is not confining—it’s liberating!
Provide information in alternate means (e.g., written, spoken, diagrams).
Do not interact with a person’s guide dog or service dog unless you have received permission to do so.
Do not be afraid to use common terms and phrases, like “see you later” or “let’s go for a walk” around people with disabilities.
Do not touch mobility devices or assistive technology without the owner’s consent.
Do not assume physical contact—like handshakes, high-fives, or hugs—is okay.
Understand that not everyone uses eye contact.

Blind or Low Vision

Be descriptive. Say, “The computer is about three feet to your left,” rather than “The computer is over there.”
Speak all of the projected content when presenting and describe the content of charts, graphs, and pictures.
When guiding people with visual impairments, offer them your arm rather than grabbing or pushing them.

Learning Disabilities

Offer directions or instructions both orally and in writing. If asked, read instructions to individuals who have specific learning disabilities.

Mobility Impairments

Consider carrying on a long conversation with an individual who has a mobility impairment from a seated position.

Speech Impairments

Listen carefully. Repeat what you think you understand and then ask the person with a speech impairment to clarify or repeat the portion that you did not understand.

Deaf or Hard of Hearing

Face people with hearing impairments, and avoid covering your mouth, so they can see your lips. Avoid talking while chewing gum or eating.
Speak clearly at a normal volume. Speak louder only if requested.
Repeat questions from audience members.
Use paper and pencil, or type things out on your cell phone, if the person who is deaf does not read lips or if more accurate communication is needed.
When using an interpreter, speak directly to the person who is deaf; when an interpreter voices what a person who is deaf signs, look at the person who is deaf, not the interpreter.

Psychiatric Impairments

Provide information in clear, calm, respectful tones.
Allow opportunities for addressing specific questions.

Additional Resources

An electronic copy of the most current version of this publication as well as additional useful brochures can be found online.For more information about applications of universal design, consult The Center for Universal Design in Education. The book Universal Design in Higher Education: From Principles to Practice, Second Edition by Harvard Education Press shares perspectives of UD leaders nationwide. To learn more or order online, visit the DO-IT website.

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DO‑IT (Disabilities, Opportunities, Internetworking, and Technology) serves to increase the success of individuals with disabilities in challenging academic programs and careers, such as those in science, engineering, mathematics, and technology. Primary funding for DO‑IT is provided by the National Science Foundation, the U.S. Department of Education, and the State of ��ԭ��.

For further information, to be placed on the mailing list, request materials in an alternate format, or to make comments or suggestions about DO-IT publications or web pages, contact:

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Acknowledgment

This publication was developed under a grant from the U.S. Department of Education, #P333A050064. However, these contents do not necessarily represent the policy of the U.S. Department of Education, and you should not assume endorsement by the federal government.

Invisible Disabilities and Postsecondary Education

teasler3 — Mon, 07 Apr 2014 21:56:33 +0000

Invisible-Disabilities-Postsecondary-Education.pdf

Accommodations and universal design

Many students on postsecondary campuses have disabilities that are not easily noticed. This situation can lead to misunderstandings. As articulated by Beatrice Awoniyi, director and assistant dean for the Student Disability Resource Center at Florida State University, "You may look at a student and you say, you know, you look like every other student in the class, what do you mean you need note-taking? What do you mean you need extra time on the test? It might not be apparent to you as a faculty member that a student has a disability, but that disability may impact their participation in the class."

Sometimes, students with invisible disabilities are perceived as lacking in intelligence, or as not paying attention. That happened to Nate before he was diagnosed with a learning disability: "They'd look at me and they'd be like, oh, well, you're faking, you're playing around, you're just not trying hard enough or something. But I was trying." Another student, Jesse, states, "My father has learning disabilities and actually his mom does too, so there's a history there and my parents kind of wondered if something was going on. But the school kept saying, 'He's just a little slow, he'll pick it up.' So by the end of second grade I still couldn't read at all."

Types of Disabilities

Invisible disabilities include

Asperger syndrome;
attention deficit/hyperactivity disorders, or ADHD;
brain injury;
learning disabilities;
psychiatric conditions;
seizure disorders; and
Tourette syndrome.

The number of college students with these types of disabilities continues to grow. As predicted by Al Souma, a Disability Support Services counselor at Seattle Central Community College, "There's a very good chance that we'll be seeing a lot of these students in our classrooms over the years. Now, with the new wave of psychiatric medications that are out there, students are finding that they are able to concentrate better and participate in classroom activities more than ever before."

Invisible disabilities may affect the way a student processes, retains, and communicates information. A student may not be able to screen out distractions, making it hard to focus; may not have the stamina for a full class load; or may not be able to interact well with others. Anxiety may make it difficult to take tests or to approach professors with questions. All people experience their disabilities uniquely. Students who have the same medical diagnosis for their condition may have different abilities and disabilities and different accommodation needs. It is important to work with each individual to figure out what's best in a specific situation.

Professors may have safety concerns about students with particular disabilities, such as seizure disorders. It might feel to them like too much responsibility. However, as reported by Sharon Bittner, director of Academic Support Services at Des Moines Area Community College, "Students with seizure disorders often control their seizures well with medication, so [professors are] really not going to see frequent seizures in the classroom. It is important, however, for an instructor to know what to do in the event of a seizure. And if the student discloses and says, 'I have a seizure disorder,' then it's very easy for the disability services officer to talk with him and say, 'What would you like for your instructor to know?'"

There might also be concerns about psychiatric conditions. What if a student has an outburst? What if his behavior disrupts the class? Audrey Smelser, counselor and disability specialist at National Park Community College, says that on her campus, "We would encourage faculty to refer those students who have some outburst in class to the counseling center for us to work with them on stress management and appropriate behaviors, just as we would any other student."

Familiarity with conditions such as Asperger or Tourette syndrome can help faculty feel more comfortable with a student's occasional lack of social skills. Linda Walter, director of Disability Support Services at Seton Hall University, explains, "Sometimes students with Asperger's don't have the filter to be able to stop asking questions if there are certain things that they want to know. So they may monopolize a lot of class time and one of the things that we really try to work on is a signal where the professor can let the student know that, 'You've asked enough questions, and I will help you, but it's just not going to be now.'"

Accommodations

Students with invisible disabilities may or may not need accommodations in a college classroom. If they do, it's the students' responsibility to self-disclose, provide documentation of the disabilities, and request accommodations. However, they may choose not to let anyone know about the disability and just try to "make it on their own." This approach can be stressful for both the student and the professor. Suzanne Tucker, a Disability Resource Office coordinator at Southern Connecticut State University, adds, "There are times [when] faculty are frustrated with students because they self-disclose later in the semester. They don't [disclose] at the initial start of a semester. And [faculty] often will come to the disabled student service person and say, 'Why didn't this student disclose? Why did they wait 'til they did badly on that first exam?' And I think, you know, there's not one answer."

College students with disabilities should contact the disabled student services office on campus before they start classes. Staff there will typically check documentation of the disabilities, determine appropriate accommodations, and give the students letters authorizing those accommodations. Beatrice Awoniyi explains, "What we look into is, how does that disability affect that specific person for that specific class? And then we make a determination of what types of accommodation will be reasonable and what will be appropriate. Not all accommodations are reasonable and not all accommodations are appropriate."

An accommodation is not appropriate if it would

make a substantial change in an essential element of the curriculum,
alter course objectives,
impose an undue financial or administrative burden to the institution, or
pose a direct threat to the health or safety of others.

If an accommodation request seems unreasonable, a compromise could be discussed between the professor, the student, and the disabled student services staff. For example, as Rebecca Cory, research coordinator at DO-IT reports, "[At Wells College] I was working with a student who had Tourette Syndrome, which is a disability that causes her to experience some physical and vocal tics. And this student was taking a chemistry class, and was working with a chemistry professor, and the professor was concerned that these physical tics may cause a hazard in the chemistry class, in the laboratory specifically. And so we worked with this professor and the student to get a lab situation that was not going to be a problem for the student. We replaced the glassware with plastic when we could, and with Pyrex when we could, and we paired the student with a lab partner, so that if there was a chemical that the student might have difficulty handling, in case she had a physical tic during the handling of it, the lab partner would handle those specific chemicals and the student was still working in a situation that was safe, and she could learn what she needed to learn."

Students with disabilities have the right to confidentiality. If a student appears to be struggling in class, but hasn't requested accommodations, the professor is not advised to ask if a disability is involved. But there are acceptable ways to offer assistance. You could suggest resources on campus, such as tutoring or instructional centers, and include disabled student services as one of those resources. A proactive approach is to include a statement on your class syllabus, inviting students to talk with you about any disability-related concerns. For example, you could say: "If you wish to discuss academic accommodations, please contact me as soon as possible." This will make students with disabilities more comfortable discussing accommodations.

A student may request accommodations for the classroom, assignments, and exams. Some commonly-requested classroom accommodations include

seating near the door to allow taking breaks;
alternative note taking: tape recorder, note taker, or a copy of instructor's notes; and
early availability of syllabus and textbooks.

Assignment accommodations include

advance notice,
additional time for completion,
feedback and assistance in planning workflow,
choice of written or oral presentation, and
assistance during hospitalization.

Accommodations for exams include

alternate format: multiple choice, essay, oral, presentation, role-play, or portfolio;
use of adaptive computer software such as speech recognition;
extended time for test-taking;
taking tests in a separate, non-distracting room; and
a scribe, reader, or word processor for exams.

In some cases, accommodations may extend beyond the classroom. For example, a medical student might eventually need to do clinical work. An individual discussion of options may be necessary.

Universal Design of Instruction

Good teaching can minimize the need for accommodations. By using principles of universal design in your instruction, you'll maximize learning for all students in your class. Universal design means that you take steps to effectively teach to a diverse audience. Expect that characteristics of students in a class will come from a wide range of ethnic and racial backgrounds, represent more than one gender, and include a wide range of disabilities, abilities, and learning styles. Universal design strategies are usually not difficult to employ. For instance, as you're designing your course you might think of alternative assignments for students—they might write a paper, they might give a presentation, or they might put together a portfolio to meet a requirement in class. These alternatives work well for students with a variety of learning styles and backgrounds, including those with disabilities.

Planning your curriculum with universal design in mind can reduce or eliminate the need for accommodations later, and that's helpful for both faculty and students. Meryl Berstein, director of the Center for Academic Support at Johnson & Wales University, reports, "If you're designing your class work so that it will be accessible to all students in class, it might take a little bit longer for you to do that initially. But the benefits of [preparing] to you, as well as to the student, will be reaped later. Because once you've done it, you've done it. You are not going to have to re-invent the wheel."

Other elements of universal design that may be particularly helpful to students with invisible disabilities include

multiple methods of delivery, including lectures, discussion, hands-on activities, Internet-based interaction, and fieldwork;
providing printed materials and electronic resources that summarize or outline lecture content;
encouraging a variety of ways for students to interact with each other and with you, such as in-class discussion, group work, one-on-one meetings, and email;
providing feedback periodically as an assignment is being completed; and
including questions on tests that require a variety of responses, such as multiple choice and essay.

As explained by Beatrice Awoniyi, "When we adopt the principles of universal design, we minimize the amount of accommodations that we're going to need, and students who are in the class who have disabilities may not even have to ask for accommodations. Of course, that doesn't mean that we're not going to have anyone requesting accommodations; we just limit the number of accommodations that we have to provide."

Additional Resources

For more specific information about working with students who have learning or psychiatric disabilities consult the following publications at www.washington.edu/doit/brief-category/academics

The following websites include more comprehensive information:

LD OnLine
www.ldonline.org/
National Institute of Mental Health
www.nimh.nih.gov/

For more information on universal design in education, consult The Center for Universal Design in Education at www.washington.edu/doit/programs/center-universal-design-education/overview or the resources available at www.washington.edu/doit/resources/popular-resource-collections/applications-universal-design; of particular relevance is the video and publication entitled Equal Access: Universal Design of Instruction at www.washington.edu/doit/videos/index.php?vid=13. Additional videos can be found at www.washington.edu/doit/videos/index.php; of particular relevance are the videos entitled Invisible Disabilities and Postsecondary Education and Working Together: People with Disabilities and Computer Technology.

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DO-IT Funding and Partners

Acknowledgment

The publication was developed under a grant from the U.S. Department of Education, OPE #P333A050064. However, these contents do not necessarily represent the policy of the U.S. Department of Education, and you should not assume endorsement by the federal government.

Universal Design of Instruction (UDI): Definition, Principles, Guidelines, and Examples

teasler3 — Mon, 07 Apr 2014 21:54:07 +0000

Universal Design of Instruction

By:

Sheryl Burgstahler, Ph.D

Precollege and college students come from a variety of ethnic and racial backgrounds. For some, English is not their first language. Also represented in most classes are students with a diversity of ages and learning preferences, including visual and auditory. In addition, increasing numbers of students with disabilities are included in regular precollege and postsecondary courses. Their disabilities include those that are related to sight, hearing, mobility, learning, social interactions, and health. Students are in school to learn and instructors share this goal. How can educators design instruction to maximize the learning of all students? Universal design of instruction(UDI) can provide a framework for inclusive teaching and learning materials and pedagogy. You can apply this body of knowledge to create courses that ensure lectures, discussions, visual aids, videos, printed materials, labs, and fieldwork are accessible to, usable by, and inclusive of all students.

Universal Design

Designing any product or environment involves the consideration of many factors, including aesthetics, engineering options, environmental issues, industry standards, safety concerns, and cost. Often, products and environments are designed for the average user. In contrast, UD is defined by Romane and Center for Universal Design (CUD) at North Carolina State University as “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”. When designers apply UD principles, their products and environments meet the needs of potential users with diverse characteristics that include disabilities.

Making a product or environment accessible to people with disabilities often benefits others. For example, sidewalk curb cuts, designed to make sidewalks and streets accessible to those using wheelchairs, are today often used by kids on skateboards, parents with baby strollers, and delivery staff with rolling carts. When television displays in noisy areas of airports and restaurants are captioned, they are more accessible to people who are deaf and everyone else.

UDI Definition, Principles and Guidelines

A definition that can be used for the applications to teaching and learning (i.e. UDI), modified from the basic definition of UD, is the design of teaching and learning products and environments to be usable by all people, to the greatest extent possible, without the need for adaptation or specialized design.

At Center for Universal Design (CUD), at North Carolina State University, a group of architects, product designers, engineers, and environmental design researchers established seven principles of UD to provide guidance in the design of all products and environments. CUD’s principles of UD are listed below. They are followed by an example and application to instruction.

Equitable use. The design is useful and marketable to people with diverse abilities. Example: A professor’s website is designed so that it is accessible to everyone, including students who are blind and using text-to-speech software.
Flexibility in use. The design accommodates a wide range of individual preferences and abilities. Example: A museum that allows visitors to choose to read or listen to a description of the contents of display cases.
Simple and intuitive use. Use of the design is easy to understand, regardless of the user’s experience, knowledge, language skills, or current concentration level. Example: Control buttons on science equipment are labeled with text and symbols that are easy to understand.
Perceptible information. The design communicates necessary information effectively to the user, regardless of ambient conditions or the user’s sensory abilities. Example: A video presentation projected in a course includes captions and audio description.
Tolerance for error. The design minimizes hazards and the adverse consequences of accidental or unintended actions. Example: Educational software provides guidance and background information when the student makes an inappropriate response.
Low physical effort. The design can be used efficiently, comfortably, and with a minimum of fatigue. Example: Doors to a lecture hall open automatically for everyone.
Size and space for approach and use. Appropriate size and space is provided for approach, reach, manipulation, and use regardless of the user’s body size, posture, or mobility. Example: A flexible science lab work area has adequate workspace for students who are left- or right-handed and for those who need to work from a standing or seated position.

A related, but more specific application, Universal Design for Learning (UDL), provides specific guidance for designing curricula that enables all individuals to gain knowledge, skills, and enthusiasm for learning. UDL provides rich supports for learning and reduces barriers to the curriculum while maintaining high achievement standards for all. UDL guidelines, developed by Center for Applied Special Techonology (CAST), promote the development of curriculum that includes:

multiple means of representation,
multiple means of action and expression, and
multiple means of engagement.

The Web Content Accessibility Guidelines (WCAG)4 can be used to ensure that IT used for instructional practice is accessible and usable for students with disabilities. They are supported by a foundation of four principles, resulting in IT that is

perceivable,
operable,
understandable, and
robust.

UDI embraces UD, UDL, WCAG principles and applies them to all aspects of instruction, including physical spaces, curriculum, pedagogy, and IT. UDI ensures that students have multiple ways to learn, engage and demonstrate what they have learned. UDI also ensures that each UDI practice is accessible, usable, and inclusive.

UDI Examples

To apply UDI, instructors should consider the potential variation in individual skills, learning styles and preferences, age, gender, sexual orientation, culture, abilities, and disabilities as they select appropriate content and strategies for the delivery of instruction and then apply universal design to all course activities and resources.

The UD, UDL, and WCAG principles that underpin UDI can be applied to the overall design of instruction as well as to specific instructional materials, facilities, and strategies (such as lectures, classroom discussions, group work, web-based instruction, labs, field work, and demonstrations). Listed below are examples of UDI. They are organized under eight performance indicator categories, with a general

guideline for each. Numbers in brackets at the end of each examples refer to UD, UDL, and WCAG principles most relevant to the example.

Class climate. Adopt practices that reflect high values with respect to diversity, equity, and inclusion. Example: Put a statement on your syllabus inviting students to meet with you to discuss disability-related accommodations and other special learning needs. [UD 1, UDL 2]
Interaction. Encourage regular and effective interactions between students, employ multiple communication methods, and ensure that communication methods are accessible to all participants. Example: Assign group work for which learners must engage using a variety of skills and roles. [UD 1, 2, 4; UDL 3; WCAG]
Physical environments and products. For outside instruction, ensure that facilities, activities, materials, and equipment are physically accessible to and usable by all students and that diverse potential student characteristics are addressed in safety considerations. Example: Develop safety procedures for all students, including those who are blind, deaf, or wheelchair users. [UD 3, 4, 6, 7]
Delivery methods. Use multiple instructional methods that are accessible to all learners. Example: Use multiple modes to deliver content; when possible allow students to choose from multiple options for learning; and motivate and engage students—consider lectures, collaborative learning options, hands-on activities, Internet-based communications, educational software, field work, and so forth. [UD 2–4; UDL 1–3; WCAG]
Information resources and technology. Ensure that course materials, notes, and other information resources are engaging, flexible, and accessible for all students. Example: Choose printed materials and prepare a syllabus early to allow students the option of beginning to read materials and work on assignments before the course begins. Allow adequate time to arrange for alternate formats, such as books in audio format. [UDL 1; WCAG]
Feedback and assessment. Regularly assess students’ progress, provide specific feedback on a regular basis using multiple accessible methods and tools, and adjust instruction accordingly. Example: Allow students to turn in parts of large projects for feedback before the final project is due. [UD 5; UDL 2, 3]
Accommodations. Plan for accommodations for students whose needs are not fully met by the instructional content and practices. Example: Know campus protocols for getting materials in alternate formats, rescheduling classroom locations, and arranging for other accommodations for students with disabilities. [UD 1, 2, 4, 6]

The last classification of UDI practices is important because employing UDI principles does not eliminate the need for specific accommodations for students with disabilities. For example, you may need to provide a sign language interpreter for a student who is deaf. However, applying UDI concepts in course planning ensures full access to the content for most students and minimizes the need for special accommodations. For example, designing web resources in accessible formats as they are developed means that no redevelopment is
necessary if a blind student enrolls in the class.

UDI benefits students with disabilities but also benefits others. For example, captioning course videos, which provides access to deaf or hard of hearing students, is also a benefit to students for whom English is a second language, to some students with learning disabilities, and to those watching the tape in a noisy environment. Delivering content in redundant ways can improve instruction for students with a variety of learning styles and cultural backgrounds. Letting all students have access to your class notes and assignments on a website benefits students with disabilities and everyone else. Planning ahead saves time in the long run.

Resources

Consult the following resources for further information on UDI.

Equal access: Universal design of instruction.
Burgstahler, S. (Ed.). (2015). Universal Design in Higher Education: From Principles to Practice. Second edition. Boston: Harvard Education Press.
Center for Applied Special Technology (CAST)
The Center for Universal Design
The Center for Universal Design in Education
UDL on Campus

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Acknowledgment

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