1. Teaching and Learning with the UDL Framework
Richard Jackson
Associate Professor
Boston College
Senior Research Scientist
Center for Applied Special Technology

2. Two Parts Personal Perspective Inacting UDL in the Classroom

3. A Personal Perspective on UDL

5. Unique Stance
35 years teaching at college/university level with a disability
Participant observer of change and no change in higher education
Progression from Extensive Supports
Early adopter of UDL in practice
Greater Acceptance of Disability on Campus

6. Breaking Down the Barriers

7. Large Print

9. National Library Service
for the Blind and Physically Handicapped (NLS)
The Library of Congress

11. Optical solutions

12. Optical solutions

13. Analogue Solutions

14. My “Network” of Supporters

19. Boston College

20. Digital solutions

31. you don’t use a typewriter to write your papers…
why would you cite your sources by hand?

32. Write-N-Cite III 32

33. Inacting UDL in the Classroom

34. Goal
Discover the Feasibility of Bringing UDL into University Classrooms

35. Objectives Improve teaching effectiveness
Minimize negative impact of instructor’s disabilities
Reach wider range of students
Demonstrate UDL solutions
Model UDL practices

36. Dispositions of Faculty
Interpretations of teaching, instructing, and professoring
Dilemmas over equity versus excellence
Confusions over rights of SWDs
Distinguishing between accommodations and modifications
Responsibility for training in the use of technology.

37. Barriers & Solutions Textbooks Course Packs Chalkboards Transparencies
Instructor Feedback
Classroom Discussions
Due Date
Exams
Digital Text
Full Text Digital Docs
Smart boards
PowerPoints
Track Changes
Threaded Discussions
Range of Dates
Computer-based

38. Challenges In Postsecondary Education
Civil Rights & Universal Access
Specifying Entry Level Skills
Adhering to Standards
Setting Reasonable & Appropriate Accommodations