Example #1: Curb Cuts/Automatic Doors Sliding Glass Doors Curb Cuts w/ Bumps

Example #2: Stairs/Ramps (GMU) Front Entrance (Aquia Building) Ramp Access between Aquia and SUB I

Example #3: Computers/Mobile Devices Mac OS X iPad/iPhone

Web-based Tools – Library Databases (Full-text HTML, ReadSpeaker) Ability to translate text Downloadable mp3 file Also available as separate PDF Built-in text-to-speech capability Text Highlighting

Web-based Tools – Films on Demand (Captions and Transcripts) Interactive Transcript Captions Searchable Video Content

Accessible Video Player: OzPlayer All controls accessible via keyboard Synchronized audio description Accurate, synchronized Captions Interactive Video Transcript

ANY Questions So Far?

UDL or Universal Design for Learning Principles, Examples

Key Points “[Universal Design for Learning] UDL provides a blueprint for creating flexible goals, methods, materials, and assessments that accommodate learner differences.” (CAST, www.cast.org) Current instructional approaches have common activities that create access barriers Universal Design for Learning (UDL) is one strategy to remove these barriers When implemented consciously these approaches improve the experience for all students, including those with disabilities Throughout the session, I’d like you to keep the following 3 points in mind. More precise information regarding modern instructional approaches, their commonalities, and where accessibility barriers can be reduced We will also discuss how Universal Design for Learning can help us and the faculty in our institutions to implement these instructional methods in a way that supports more inclusive learning environments

Image taken from http://www.udlcenter.org/aboutudl/take_a_tour_udl About UDL Image taken from http://www.udlcenter.org/aboutudl/take_a_tour_udl

Multiple Means of Engagement Principle I examines how learners are engaged or motivated to learn.

E.g., Multiple Means of Engagement Heighten interest and monitor progress by: Small group activities/work Journals/Personal reflections Welcoming emails/messages Real life demonstrations and experiences

E.g., Demos/Hands-On (Project-Based Learning) Lab demonstrations (e.g., hackathon) Work experience

Multiple Means of Representation Principle II examines how learners perceive and comprehend information. Whether by disability, culture, or preference, learners learn and make connections to educational content in many different ways.

E.g., Multiple Means of Representation Offer multiple options for accessing information: Audio E-books Lecture Video with captions and transcripts

E.g., Document Accessibility (Word/PPT) Alternative text to images, charts, graphs, and objects Unique titles for each slide (PPT) Styles in long documents (Word) Short titles in headings Hyperlink text that is meaningful Simple table structure No blank cells for formatting Specify column and row headers in tables Avoid use of repeated blank characters Avoid using floating objects Avoid using image watermarks

E.g., Using Styles in Long Docs (Word)

E.g., Alternative text descriptions for complex images

E.g., STEM Content STEM can be particularly challenging Tactile graphics (more common), 3D printing (possible) Whenever possible: Provide LaTex or MathML (do not use Equation Editor in Word) Avoid handwritten content

Multiple Means of Action & Expression Principle III examines how learners interact with the learning environment and express their comprehension of the educational content.

E.g., Multiple Means of Action and Expression Offer multiple options for demonstrating comprehension: Papers Oral Exams Group presentation/project Tests/quizzes

E.g., Personal Experience (EDRS 824 – Research Methods) Course built around three module assignments Each module assignment offered students options for demonstrating comprehension: Module 1 Four different writing assignments (Choose 1) Module 2 Writing assignment, Flowchart/Mind Map with shorter writing assignment, Oral Presentation (w/ short PPT) (Choose 1) Module 3

Roles and Responsibilities Faculty, Staff, Administration

What is your role? Do you teach a course? Do you assist with course development? Handle purchases/purchasing contracts for your unit? Disseminate information to those in the campus community? Do you train staff/faculty/students? Provide IT support? What can you do to create a more inclusive learning environment?

Teaching Faculty and Staff Roles and Responsibilities: How are you involved with inclusive design? Teaching Faculty and Staff Do you use a Learning Management System (LMS)? Do you create or post documents or videos online for class? Do you use technology (i.e., wikis, etc.) for your class assignments? Do you use websites in class or for posting information? Do you use visuals or play audio/video in the classroom? Do you use webinars, or other classroom capture?

Roles and Responsibilities cont.: How are you involved with inclusive? Do you integrate accessibility into the planning process? Do you train your staff on accessibility? Do you influence or decide on technology purchases? Do you develop policies, procedures or guidelines for you offices or employees? Have you created committees? Oversee committees? Administration

Campus Approach…

Strategies for Implementing UDL

Buy-In Strategies UDL/Accessibility Training Annual trainings for all teaching faculty (online or F2F) Targeted (faculty teaching SWDs, departments/units) UMW Targeted Approach DOJ/OCR Settlements

Buy-In Strategies cont. Partner with Institutional Analysis and Effectiveness Identify instructional strategies that undergraduate and graduate students find most effective/beneficial Some may be UDL strategies Develop best practices/faculty cohorts Incentive inclusive design Annual awards (faculty, departments) Promotion and tenure recognition

Buy-In Strategies cont. Identify Strategic Partners Library Center for Teaching Excellence and Innovation IT Services Digital Communications Colleges (Education, Business, Arts & Sciences

Questions

Resources

Contact Information ATI Office Aquia Building, Rm. 238 Mail Stop: 6A11 Phone: 703-993-4329 Email: ati@gmu.edu Web: http://ati.gmu.edu