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

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

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

5. 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

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

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

8. ANY Questions So Far?

9. UDL or Universal Design for Learning
Principles, Examples

10. Key Points
“[Universal Design for Learning] UDL provides a blueprint for creating flexible goals, methods, materials, and assessments that accommodate learner differences.” (CAST,
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

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

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

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

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

15. 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.

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

17. 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

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

19. E.g., Alternative text descriptions for complex images

20. 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

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

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

23. 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

24. Roles and Responsibilities
Faculty, Staff, Administration

25. 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?

26. 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?

27. 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

28. Campus Approach…

29. Strategies for Implementing UDL

30. 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

31. 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

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

33. Questions

34. Resources

35. Contact Information
ATI Office
Aquia Building, Rm. 238
Mail Stop: 6A11
Phone:
Web: