Transcript Universal Design in Teaching Maureen Madden Instructional Designer & Accessibility Liaison, ELI.

Universal Design in Teaching
Maureen Madden
Instructional Designer & Accessibility Liaison, ELI
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Disclaimer
I am not an expert. I have spent hours
attending webinars & conferences. I
have spent additional hours researching
online resources and chatting with people
who work in the area of accessibility or
use assistive technology in their daily
activities. I share with you what I have
found & what I have been told.
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Overview
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Rehabilitation Act of 1973, Section 504, & American with Disabilities
Act
Universal Design and Universal Design for Learning
Seven Principles of Universal Instructional Design
Technology and accommodations
Alt-text, scripts and captions for images, audio and video files
Disabilities
Accessible Word documents, PowerPoint presentations and emails
Hints & Tips
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Rehabilitation Act of 1973
“prohibits discrimination on the basis of disability in programs conducted by
federal agencies, in programs receiving federal financial assistance, in
federal employment, and in the employment practices of federal
contractors.”
Section 504 of the Rehabilitation Act of 1973
“designed to eliminate discrimination on the basis of handicap in any
program or activity receiving Federal financial assistance.”
Americans with Disabilities Act
“prohibits discrimination and ensures equal
opportunity for persons with disabilities in
employment, State and local government services,
public accommodations, commercial facilities, and
transportation.”
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UD, UDL and UID Principles
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Universal Design - began as an architectural concept, a
proactive response to legislative mandates as well as
societal and economic changes that called for providing
access for people with disabilities while benefiting others
(curb cuts, ramps, captioning, etc.)
Universal Design for Learning – an approach to
curriculum that minimizes barriers and maximizes learning
for all students - not a single, one-size-fits-all solution but
rather flexible approaches that can be customized and
adjusted for individual needs (multiple means of
representation, action & expression, and engagement)
Universal Instructional Design in Higher Education reduce or eliminate the need to provide customized
individual academic accommodations, and particularly
those that publicly identify or segregate students with
disabilities (seven principles).
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Universal Design
Creates a Welcoming Environment
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Architectural term coined by R.
Mace
Physical environment design for
access
Stairs as access feature/barrier
Physical Disabilities
Elderly
Children
Strollers/Carts
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Retrofitting for physical access
remains a design afterthought
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Is this Welcoming?
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Does this make any sense?
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More Welcoming!
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UID ADA
UDL
ADA
UDL and UID
Assures accommodations for students with
disabilities one at the time
Barrier-free
Fewer individual accommodations needed
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UID - Principle 1
Be Accessible and Fair
Will the students have difficulty accessing
course materials or participating in any
essential activities related to class?
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UID - Principle 2
Provide Flexibility in Use, Participation,
Presentation, and Evaluation
Does the course offer a reasonable number
of choices in the presentation of materials,
opportunities for participation, and methods
of evaluation to address all students’ needs
and abilities?
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UID - Principle 3
Be Straightforward and Consistent
Are there any areas of confusion regarding
course objectives, how the course materials
are presented and/or goals evaluated?
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UID - Principle 4
Instructional Materials and Activities Should Be
Explicitly Presented and Readily Perceived
Are there barriers to students receiving or
understanding the information and resources
needed to succeed in this course? Are instructions
clearly written?
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UID - Principle 5
Provide a Supportive Learning Environment
Do students feel respected as individuals,
welcome to express their thoughts, and able
to explore new ideas? Do you make
yourself available to answer questions &
discuss issues?
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UID - Principle 6
Minimize Unnecessary Physical
Efforts or Requirements
Are there any physical challenges in this
course that can be removed? Are field trips,
viewing films or creating recordings
required? Are they accessible or are other
options available?
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UID - Principle 7
Ensure a Learning Space that
Accommodates Both Students and
Instructional Methods
Are the materials, activities and evaluation
tools used appropriate and suitable for
successful instruction and the use of all the
students?
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Textbooks & Print Resources
Are they available in an:
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electronic format?
accessible text?
alt-text for images?
descriptions of graphics & tables?
accessibility statement available?
Are they accessible?
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Audio & Video Files
Do they include:
accurate captioning?
accurate transcript?
context cues where necessary?
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Note: When creating a video, use a script that can
be used to create captions or record a Collaborate
session using live captioning (CART).
Are they accessible?
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Accessible Images
Alternative text provides a textual alternative to non-text
content (images, photos, tables, charts, etc.)
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Determined by context and surroundings of image.
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Is the graphic functional or decorative?
How can the information be conveyed?
Is the information provided somewhere else?
Alt-text vs long description.
Accurate and equivalent.
Succinct.
Not redundant.
Avoid using “image of…” and “graphic of…” unless
important.
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Assistive Technology
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Human & electronic note takers (pens, tablets, apps).
Use of MS Word comments for feedback.
Digital, braille, & large print books.
Text to speech/speech to text software.
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ZoomText.
JAWS.
ReadWrite (Copy available to NOVA faculty. Contact Disability Support
Services.)
Window Eyes.
NVDA.
Dragon Dictate.
Tactile Objects (Often used in STEM subjects).
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Charts and graphs.
Molecular structures.
Circuits and vectors.
Diagrams of systems.
Flowcharts.
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Use of Tactile Objects
Often used in STEM subjects
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Charts and graphs
Molecular structures
Circuits and vectors
Diagrams of systems
Flowcharts
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Hidden Disabilities
ADHD/ADD
Learning Disabilities
Developmental Reading Disorders
Developmental Delays
Color Blindness
Dyslexia
Autism Spectrum Disorders
Traumatic Brain Injury/Closed Head Injury
Medical Concerns
Psychological or Psychiatric Disorders
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Source: Tutoring Duluth
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What is Dyslexia?
Read the following paragraphs & be prepared to answer a few questions.
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Source: WebAIM Dyslexia Simulation
After reading the earlier
passage, answer these
questions…
1. Why are images good for web
accessibility?
2. Who would be negatively impacted
by a text-only site?
Source: WebAIM Dyslexia Simulation
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The Unmodified Paragraph
Source: WebAIM Dyslexia Simulation
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Color-Blindness
You see this…
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Color-Blindness
You see this…
They see this…
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Accessible Word Documents
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Use styles for headings & in long documents.
Provide alt-text for images.
Use simple table structure and provide column header rows in
tables.
Keep all headings short.
Use meaningful hyperlinks (Northern Virginia Community
College instead of http://www.nvcc.edu/index.html.
Use true numbered and bulleted lists with punctuation.
Use font size of 12 points or more.
Provide sufficient contrast and do not use color as the only way
to convey content.
Spell check!
Provide electronic version that can be enlarged or read by a
screen reader.
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Accessible PowerPoint
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Use slide layout templates & make sure that each slide
has a unique title, even if invisible.
Provide alt-text for images.
Use simple table structure and provide column header
rows in tables.
Use meaningful hyperlinks (Northern Virginia
Community College instead of
http://www.nvcc.edu/index.html.
Use true numbered and bulleted lists with
punctuation.
Use sufficient font size & don’t overcrowd the slide.
Provide sufficient contrast and do not use color as the
only way to convey content.
Avoid automatic slide transitions or keep simple.
Limit animations.
Use outline and notes panels.
Spell check.
Provide electronic version that can be enlarged or
read by a screen reader.
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Accessibility Checker in
Word & PowerPoint
The accessibility checker is the same for both
Word & PowerPoint. Warnings & tips will be
provided so corrections can be made.
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Converting Word &
PowerPoint to PDFs
Select one…
Ensure that Enable Accessibility and
Reflow with tagged Adobe PDF is selected.
OR
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If using a scanner…
Scanned documents & images saved as
PDFs are really JPEGs. They cannot be
read by screen readers or searched.
Accessible Email
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Keep it short and simple.
Forwarded emails contain extra headings & recipient email addresses/names.
Delete when possible.
Avoid using a jpeg as email content.
Black & white with 12 point font. Avoid all caps (unless necessary) or fancy
fonts.
HTML format preferred.
Use styles for headings & in long documents.
Images & Graphics (line up for reading order - Wrap Text > In Line with Text
and Alt-text).
Accessible attachments.
Meaningful subject.
Use meaningful hyperlinks (Northern Virginia Community College instead of
http://www.nvcc.edu/index.html.
Use true numbered and bulleted lists with punctuation.
Spell check and spell out acronyms and abbreviations when first used.
Avoid background images/stationary.
Avoid special characters (copyright or emoticons).
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Keep It Simple
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Not This…
UID’s Guiding Principles
http://www.uoguelph.ca/tss/uid/uidprinciples.cfm
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This…
UID’s Guiding Principles
creating welcoming classrooms;
determining the essential components of a course;
communicating clear expectations;
providing constructive feedback;
exploring the use of natural supports for learning, including
technology, to enhance opportunities for all learners;
designing teaching methods that consider diverse learning styles,
abilities, ways of knowing, and previous experience and background
knowledge;
creating multiple ways for students to demonstrate their knowledge;
and
promoting interaction among and between faculty and students
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Suggested Dos and Don’ts
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Don’t
Confer with the student with a disability as to the
accommodations most appropriate for him/her.
Make assumptions about a student’s ability.
Treat students with disabilities with the same courtesies you
would afford to other students.
Engage in philosophical debates about “fairness” to other,
nondisabled students, or whether providing accommodations
somehow violates your academic freedom.
Respect the privacy of students with disabilities. They need not
disclose their disability to fellow students. While they must
disclose disability to a designated official at your college in order
to access accommodations, this does not require disclosure to
everyone. Treat disability information which has been disclosed
to you as confidential.
Decide not to provide reasonable accommodations, or the
academic adjustments which have been approved by the
institution’s designee. You may subject your institution or
yourself to liability.
Assist students in following the university’s policies, such as
possible requirements that all requests for accommodation be
lodged with the Disability Services office and not individual
faculty members alone.
Refuse to permit students to tape record lectures as an
accommodation.
Refuse to provide copies of handouts, or orally describe
information written on the chalkboard, or face the class when
referring to something written on the chalkboard, etc., if these
accommodations have been determined to be appropriate for a
student.
Refuse to provide extended time for tests on the mistaken
assumption that doing so would require that all students be
given additional time.
Refuse to provide accommodations until you have personally
evaluated a student’s documentation of disability. Eligibility for
services under the ADA is the job of the disability services
personnel, not the faculty.
http://www.apa.org/pi/disability/dart/legal/adabasics.aspx?utm_source=Copy+of+Understanding+ADA+Compliance+%26+Resources%3A+Fast+Facts+For+Faculty&utm_campaign=Effective+Faculty+Advising+Program&utm_medium
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Things You Can Do Immediately
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Design – Include a variety of activities that align with the
outcomes and goals for the instruction.
Delivery – Provide a variety of delivery methods to include
lecture, projects, case studies, discussions, hands-on
activities, etc.
Materials – Arrange for accessible materials that include alttext, captioning, transcripts, visual cues and can be
accessed using screen and text reading programs.
Environment – Be responsible for a welcoming and
accessible environment that removes all physical
roadblocks and provides opportunities to for students to
express themselves and demonstrate knowledge.
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Source: http://www.coles.uoguelph.ca/TSS/instructional_design/checklist.aspx
References & Resources
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Rose, D. & Meyer, A. (2002) Teaching Every Student in the Digital Age: Universal Design for Learning. ASCD
Meyer, A., Rose, D., Gordon, D. (2014) Universal Design for learning, Theory and Practice. CAST
Universal Instructional Design, Implementation Guide (2003). University of Guelph, Guelph, ON, Canada:
http://www.uoguelph.ca/tss/projects/uid/UG16-implementation%20guide.pdf
UID Quick Start Check List : http://www.coles.uoguelph.ca/TSS/instructional_design/checklist.aspx
Preliminary Assessment of Faculty Implementation of UDL En ACT: Ensuring Access through Collaboration and
Technology: http://ctfd.sfsu.edu/sites/sites7.sfsu.edu.ctfd/files/Preliminary-Assessment-of-Faculty-Implementationof-UDL.pdf
http://www.astd.org/Publications/Newsletters/Learning-Circuits/Learning-Circuits-Archives/2012/02/AccessibilityThrough-Design
DART Toolkit II: Legal Issues — ADA Basics: http://www.apa.org/pi/disability/dart/legal/adabasics.aspx?utm_source=Copy+of+Understanding+ADA+Compliance+%26+Resources%3A+Fast+Facts+For+Fac
ulty&utm_campaign=Effective+Faculty+Advising+Program&utm_medium=email
WebAIM – Web Accessibility in Mind: http://webaim.org/techniques/alttext/#context
Creating accessible Word documents: https://support.office.com/en-US/Article/Creating-accessible-Worddocuments-d9bf3683-87ac-47ea-b91a-78dcacb3c66d?ui=en-US&rs=en-US&ad=US#__toc275414986
Creating accessible PowerPoint presentations: https://support.office.com/en-US/Article/Creating-accessiblePowerPoint-presentations-6f7772b2-2f33-4bd2-8ca7-dae3b2b3ef25?ui=en-US&rs=enUS&ad=US#__toc286131977
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References & Resources, cont’d
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Related to tactile materials:
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http://diagramcenter.org/standards-and-practices/accessible-image-sample-book.html
http://diagramcenter.org/webinars.html
Tactile Ready made graphics:
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American printing House for the Blind: www.aph.org
National Braille Press: www.nbp.org
Diagram Center http://diagramcenter.org
Talking Graphics:
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Talking tactile tablet: http://www.touchgraphics.com
Guidelines for making tactile graphics:
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Bana Tactile Graphics Guidelines: http://brailleauthority.org/tg/index.html
Tactile Graphics website: http://www.tactilegraphics.org
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