1. Creating Inclusive and Accessible Outreach Utilizing Universal Design
Students arrive to campus from a wide range of backgrounds, cultures, learning styles, and abilities. Creating outreach using a UD perspective provides the opportunity to think holistically about how students can enjoy, participate in, learn from, and engage with outreach. Consider how to meet the needs of students who learn one way or another, those for whom English is not the first language, those with learning, cognitive, mental health or physical ability differences, those who are able bodied, native English speakers, etc.
Christy
Ashley Brickley
MU Disability Center
Christy Hutton
MU Counseling Center

2. UNIVERSAL DESIGN
"the design of products and environments to be usable by all people, to the greatest extent possible, without the need for adaptation or specialized design“ (
Designing any product or environment involves the consideration of many factors, including aesthetics, engineering options, environmental issues, industry standards, safety concerns, and cost. Often, products and environments are designed for the average user.
Making a product or environment accessible to people with disabilities often benefits others. For example, sidewalk curb cuts, designed to make sidewalks and streets accessible to those using wheelchairs, are today often used by kids on skateboards, parents with baby strollers, and delivery staff with rolling carts. When television displays in noisy areas of airports and restaurants are captioned, they are more accessible to people who are deaf and everyone else.
UDI Goal
The goal of UDI is to maximize the learning of students with a wide range of characteristics by applying UD principles to all aspects of instruction (e.g., delivery methods, physical spaces, information resources, technology, personal interactions, assessments).
Ashley

3. Universal design broadly defines the user
Universal design broadly defines the user. It’s a consumer market driven issue. Its focus is not specifically on people with disabilities, but all people. Ron Mace
Ashley, finish what is UD discussion
Brain storming activity: Small group Christy
Imagine all the different people who might attend an event on your campus.
Identifying barriers through brainstorming (including barriers such as ESL, introverts/extroverts, awareness of key religious calendars-food to accommodate many needs (vegan, kosher).
Examples we want to include: different learning styles, sight differences (color, distance, near, depth), hearing differences, language differences, mobility differences, dexterity differences, cultural differences
No matter how much we work to eliminate barriers, all events will have some barriers for some people and an ADA accessibility statement is still a must for outreach materials.

4. Universal Design of Instruction
An approach to teaching that consists of the proactive design and use of inclusive instructional strategies that benefit a broad range of learners.
Maximizing student learning by applying UD principals to all aspects of instruction
(e.g., delivery methods, physical spaces, information resources, technology, personal interactions, assessments).
Take principles from UD from arch. And recently applying to educational frameworks. We are going to talk about how to apply those ideas to the outreach we do.
UDI increases accessibility for all students. Different backgrounds, strengths, abilities, need, etc.
Christy

5. UDI Principles Class Climate Interaction Physical Environments
Delivery Methods
Information Resources and Technology
Feedback
Assessment
Accommodation
ASHLEY
Class climate. Adopt practices that reflect high values with respect to both diversity and inclusiveness. Example: Put a statement on your syllabus inviting students to meet with you to discuss disability-related accommodations and other special learning needs.
Interaction. Encourage regular and effective interactions between students and the instructor and ensure that communication methods are accessible to all participants. Example: Assign group work for which learners must support each other and that places a high value on different skills and roles.
Physical environments and products. Ensure that facilities, activities, materials, and equipment are physically accessible to and usable by all students, and that all potential student characteristics are addressed in safety considerations. Example: Develop safety procedures for all students, including those who are blind, deaf, or wheelchair users.
Delivery methods. Use multiple, accessible instructional methods that are accessible to all learners. Example: Use multiple modes to deliver content; when possible allow students to choose from multiple options for learning; and motivate and engage students-consider lectures, collaborative learning options, hands-on activities, Internet-based communications, educational software, field work, and so forth.
Information resources and technology. Ensure that course materials, notes, and other information resources are engaging, flexible, and accessible for all students. Example: Choose printed materials and prepare a syllabus early to allow students the option of beginning to read materials and work on assignments before the course begins. Allow adequate time to arrange for alternate formats, such as books in audio format.
Feedback. Provide specific feedback on a regular basis. Example: Allow students to turn in parts of large projects for feedback before the final project is due.
Assessment. Regularly assess student progress using multiple accessible methods and tools, and adjust instruction accordingly. Example: Assess group and cooperative performance, as well as individual achievement.
Accommodation. Plan for accommodations for students whose needs are not met by the instructional design. Example: Know campus protocols for getting materials in alternate formats, rescheduling classroom locations, and arranging for other accommodations for students with disabilities.

6. Overcoming Barriers
Brainstorming some ways we can overcome the barriers we identified earlier-same group
Some solutions are really simple (describe photo)
Share some information about strategies for minimizing barriers
IT (website, ppt, social media, videos)
Maps
Space
Clear information (print and electronic, braille if requested - budget)
Advertising accessibility (captioning, appropriate readable electronic stuff)
Guides to orient
Interpreters (is there a line in your budget to provide if requested)
Christy

7. Advertising Your Event
Use multiple modes of advertising Use accessible web and digital content Accommodation statement Accessible on-line registration Preferred Names
If you advertise in print, digital, web, social media you can reach more people-meet the needs of more people, make your event more accessible.
Make sure Pdf’s are accessible, captioning, audio descriptions-we will talk more about this in a minute
Accommodation statement, who to call, any accommodations already present (interpreter, listening devices, captioning, audio description…)
Christy

8. Videos, social media, web & digital content…
Audio descriptions: making a video more accessible. What’s important what is just distracting. Can be built into the video or can be another person offering descriptions of what’s important in the physical interaction. Discussion about this video striving toward accessibility, but could be better with audio description. Good and problematic aspects of Audio description.
Ashley

9. Maps
Get new picture with the gender neutral bathrooms noted.
Ashley

10. What gets in your way? Pairs then large group-Christy
What barriers will you face in incorporating universal design into your outreach work?
Solutions you’ve found to some of the barriers
Sometimes we don’t have the means to overcome a barrier, but using UD means we are thinking about maybe doing it a different way or in a different form to eliminate the barrier without adding cost.

11. Resources
definition-principles-guidelines-and-examples
accessibility/creating-accessible-documents/
Inclusive Events Seminars Guide
AUCCCO Guidelines for Inclusive Presentations

12. Resources Web Accessibility Resources
Introduction to Web Accessibility
WebAIM’s Introduction to Web Accessibility
Free Online Web Accessibility Checkers & Tools
WebAIM’s WAVE Online (Web Accessibility Evaluation Tool)
Color Checkers
WebAIM Color Contrast Checker
Testing with Assistive Technology
Using NVDA to Evaluate Web Accessibility
Evaluating Cognitive Web Accessibility
Creating Accessible PDFs and Documents
Adobe’s Create and verify PDF accessibility
WebAIM’s PDF Accessibility
Microsoft Office Accessibility Checker
Do-It-Yourself Caption Tools
Amara
YouTube Self-Captioning Service