Enabling all Computer Users with Adaptive Technologies By Valerie Claire Haven

The Changing View of Learning Students with disabilities have traditionally been seen as disadvantaged learners requiring accommodations in the classroom. The ADA’s emphasis on “the level playing field” caused many students to check their disabilities at the classroom door. The changing view of disability values all human life experience. 26 of the elements on the Periodic Table were discovered by people with disabilities.

Shift in Education from Level Playing Field to Inclusive Learning Environments The shift toward inclusive learning environments recognizes the uniqueness and diversity of all learners. It presents a new paradigm for education which is complimented by Universal Course Design. Universal Design for Education grew from the initial work done in the architecture field to create greater public access in buildings. Installing sidewalk curb cuts opened the door to the view that when limitations are addressed for people with disabilities access for everyone increases exponentially

Definition of Universal Course Design “Universal Course Design (UCD) is constructing college courses including course curriculum, instruction, assessment and the environment to be usable by all students, to the greatest extent possible, without the need for accommodations.” (Equity and Excellence Project)

Learning Styles and Learners with Disabilities The Universal Design for learning movement recognizes diverse learning styles as the framework for developing inclusive learning environments. One pathway for evaluating student learning styles is Howard Gardner’s Multiple Intelligences Theory. Gardner asserts that all learners apprehend information through numerous sensory pathways. Gardner’s theory is useful for learner’s with disabilities because it allows for the possibility that they can learn easily even if one major sensory ability is compromised.

Categories of Multiple Intelligences Theory Verbal-Linguistic Logical/Mathematical Visual/Spatial Bodily/Kinesthetic Musical/Rhythmic Intrapersonal Interpersonal Naturalist Existentialist

Resources for Multiple Intelligences Theory Web Site: Technology and Multiple Intelligences – Annette Lamb Includes resources on using multiple intelligences theory in the classroom. Resources for using MI Theory with technology are here as well [eduscapes.com/tap/topic68.htm]

Incorporating Universal Design – Low-Tech Tools Present all educational materials in at least three different formats. Spoken lectures can be paired with a written transcript or outline. Use multimedia when possible. Use photographs and wooden models or video clips to illustrate lecture points. Provide written materials both in print and electronic formats. Create a version of your syllabus in a universal course design format (handout in packet). Four examples of UCD syllabi design at

Incorporating Universal Design – Mid-tech tools Put up web site for student’s use. Post electronic readings, and other relevant course materials. Post electronic copies of articles and other readings with internal links to section headers. Create MP3 files for all lectures and other class presentations. Develop video presentations as lecture illustrations. Put assignments into different delivery formats to match student’s learning styles. Use Inspiration to create course materials in mind mapping formats

Incorporating Universal Design – High-tech tools Create full course web site and post all resources and materials\ Utilize web-based tools such as wikis and blogs Use multimedia such as Flash and Breeze for presentations Utilize web 2.0 tools such as Google Maps and RSS feeds

A comment About Using Macromedia and Web 2.0 Tools If you choose to use these tools be sure you know your audience. They are powerful compliments for education, but they are not accessible to all your students. Macromedia is working to make Flash accessible, but it is a very visual tool and therefore will not relay your information to learners who have visual impairments effectively. You can use these tools if you present the information in several different formats at once. Many Web 2.0 tools require AJAX to operate. AJAX can be made accessible using widgets, but it requires a lot of knowledge on how to work with AJAX in order to ensure the accessibility of many of the 2.0 tools. These tools are fairly new and they are being evaluated for their access, so please stay tuned

What about WEBCT and WIMBA Live Classroom? WEBCT has a high learning curve and the curve is even higher for learners with disabilities. Some aspects of the LMS are not accessible at all to either students or faculty with disabilities. One recommendation for working with WEBCT is to use the “content module: format when building a course. This format helps to streamline navigation within WEBCT and reduces the cognitive load a bit. Building an external web page and linking it into WEBCT is another way to enhance its overall accessibility. The next upgrade of WEBCT is much more accessible than our current version. WIMBA Horizon Live has increased its accessibility features in the upgrade being installed at the University this week. There will be more information on it after usability testing has been done.

IPODs, Second Life, and Gaming: The New Educational Access Frontier IPODS, PDAs, and cell phones are the newest study aides. Downloadable course materials in accessible formats will be here any day. Second Life and social networking sites such as My Space are being looked at for educational use. Second Life is not accessible, but has an access blog going already. Educating learners with disabilities through the use of accessible gaming is coming up fast. Game Over looks at the Universal Design principles for gaming access. [Game Over!:

Campus Resources BATEC course beginning this July - Designing for Inclusion: Principles of Accessible Web Design for Education and Industry [ A new Graduate Certificate Program on Accessible Distance Education is being developed by the Division of Corporate and Continuing Distance Education Consulting Services – Valerie Haven

Conclusion Access is about opening the flow system of education and experience. Designing an inclusive learning environment is creative. Enhancing accessibility is a moment to moment event. Accessibility isn’t about including those who are excluded, but opening up an experience to as many people as possible.

Contact Information Valerie Claire Haven Access Technology Specialist The Institute for community Inclusion/UMass