Creating Inclusive Classrooms in Online Courses using Universal Design for Learning (UDL) Principles Pamela T. Dunning, Ph.D. Troy University

Overview Disability and learning Federal guidelines Principles of UDL Quality Matters© Designing your online course Conclusion

Disability and Learning According to Census Bureau, 19% of population had a disability in 2010 (CB12-134) Domains of disability: Visual Hearing Cognitive Physical

Disabilities Visual: Difficulty seeing certain colors (color blindness) Low vision and need assistive devices to help see (magnifiers, glasses, etc.) Total blindness and rely on screen readers to see digital content Hearing: Limited hearing and rely on assistive devices (hearing aids, implants, etc.) Completely deaf and rely on sign language or text based alternatives to audio

Disabilities Physical: Limited control of muscles required to use technology May rely on alternative input devises to interact with digital content Cognitive: Difficulty receiving/processing information Easily distracted, memory problems Rely on assistive tools for reading and comprehension Source: Inclusive classrooms: A strategy and framework, Blackboard’s Inclusive Thinking Framework

Federal Guidelines Americans with Disabilities Act (1990) Outlines regulations for providing equal access for persons with disabilities Rehabilitation Act of 1973 – Section 508 (updated 1998) Outlines technology-related regulations and standards for accessible web design Higher Education Opportunity Act (2008) Provision to increase postsecondary education opportunities for students with disabilities Increasing access, retention and completion rates Increase instructional materials

Higher Education Opportunity Act (2008) Universal Design for Learning (UDL) means a scientifically valid framework for guiding educational practice that — (A)provides flexibility in the ways information is presented, in the ways students respond or demonstrate knowledge and skills, and in the ways students are engaged; and (B) reduces barriers in instruction, provides appropriate accommodations, supports, and challenges, and maintains high achievement expectations for all students, including students with disabilities and students who are limited English proficient. [HEOA, P.L , §103(a)(24)].

What is UDL? Method of curriculum development that provides all individuals with equal access to learn A way to create instructional goals, methods, materials, and assessments that work for everyone Including those with disabilities and limited English proficiency Flexibility is the key

Three Principles Principle I: Provide Multiple Means of Representation (the “what” of learning) How students perceive and comprehend information presented to them Principle II: Provide Multiple Means of Action and Expression (the “how” of learning) How students navigate the environment and express what they know Principle III: Provide Multiple Means of Engagement (the “why” of learning) How students engage in the course Source: National Center On Universal Design For Learning,

Quality Matters© (QM) Nationally recognized organization that uses a peer-based approach to quality assurance and continuous improvement in online courses Rubric with eight standards Ensures core course components align with each other Based on having clear learning objectives, that are supported by appropriate: related assessments instructional materials course activities & learner interaction; and, technology

Standard Course navigation facilitates ease of use. 8.2 Information is provided about the accessibility of all technologies required in the course. 8.3 The course provides alternative means of access to course materials in formats that meet the needs of diverse learners. 8.4 The course design facilitates readability. 8.5 Course multimedia facilitate ease of use.

Impact on Online Course Management Disabilities cover a broad range Not all students seek accommodations under ADA Example: students who are color blind can have trouble viewing PPTs or online material that have red, green, blue, or a mixture of these colors Troy University ADA Policy: Faculty utilizing distance learning media are responsible for ensuring that students with disabilities have full access to DL course materials the same as students in the classroom Fully accessible websites Use of captioned media (or providing transcripts) Other creative ways to provide accommodations

Designing Your Online Course Using QM and UDL, ensuring inclusive pedagogy, inclusive content, and technology/tools are used Pedagogy: Syllabus available and accessible Goals & learning outcomes clearly defined Differentiated activities to accommodate different learning styles Opportunities for collaborative learning Explicit instructions

Designing Your Online Course Content: Images have alternative text or marked as decorative Not using images of text No animation or blinking images (unless expressly needed and with a detailed description) Word & PPTs are properly structured PDFs are tagged for accessibility Videos are captioned (or have scripts) Colors have appropriate contrast Tables are not used

Designing Your Online Course Technology/Tools: Colors within the application have appropriate contrast The entire page magnifies, not just the text Controls are accessible with a keyboard Clicking form labels moves the cursor to the right place Audio & visual notifications provided in more than one format Additional plug-ins and downloads are identified

Designing Your Online Course Blackboard: Designed to be in accordance with Section 508 standards And with Web Content Accessibility Guidelines 2.0 Provides structure for making your course accessible Microsoft Word & PowerPoint Provides accommodations Version 2010 & above: Includes an Accessibility Checker Adobe Acrobat: Provides accessibility support for Adobe PDF forms & documents

Syllabus is available & accessible to all students

Learning outcomes clearly defined Differentiated activities and explicit instruction

Alternative text

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Issues

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Conclusion Online students may have accessibility issues not formally identified Online courses should be accessible to all students Not difficult to do but can be time-consuming Resources readily available to assist