1. Craig Spooner, Project Coordinator Jesse Hausler, Assistive Technology Coordinator The ACCESS Project, Colorado State University Universal Design for Learning: Inclusive Classroom Instruction and Accessible Course Materials

2. Today’s students are diverse  Ethnicity & Culture  Native language  Nontraditional  Gender  Learning Styles  Disabilities

3. Native Language  Potential barriers to comprehension  For both students and instructors  Affects written and verbal communication

4. What is your good name, sir? A.Full name B.Last name C.Nickname or pet name

5. Nontraditional Students  Highly motivated & Achievement oriented  Finances and family are two of the biggest concerns  Stronger consumer orientation  Need flexible schedules  Integrate learning with life and work experiences  Want applicability to the real world  Prefer more active approaches to learning  Relatively independent  Lack of a cohort, “student life” experience  Instruction appropriate for their developmental level

6. Academic Preparation  2004 seniors who enrolled in a postsecondary institution immediately after high school, by GPA 7

7. Learning Styles 1. Visual a) Visual-Linguistic (reading and writing) b) Visual-Spatial (graphs and pictures) 2. Auditory (listening) 3. Kinesthetic (touching and moving)

8.  Both short-term and long-term, apparent and non-apparent  Mobility Impairments  Blindness/Visual Impairments  Deafness/Hearing Impairments  Learning Disabilities  Attention Deficit Disorder (ADD/ADHD)  Autistic Spectrum Disabilities  Traumatic Brain Injury (TBI)  Post Traumatic Stress Disorder (PTSD) DisabilitiesDisabilities

9. DisabilitiesDisabilities  National statistics:  11.3% of undergraduates report some type of disability*  Colorado State University  7%–11% (ACCESS Project research, 2007-09)  Non-apparent disabilities are by far the largest proportion and growing  Only a small percentage seeks accommodations *National Center for Education Statistics, 2008; U.S. Government Accountability Office, 2009

10. Universal Design for Learning Universal Design for Learning is a set of principles and techniques for creating inclusive classroom instruction and accessible course materials. teaching technology “ ”

11. History of UDL  Universal Design (UD)  Accommodate the widest spectrum of users without the need for subsequent adaptation  Public buildings, city streets, television, kitchen utensils…  Universal Design for Learning (UDL)  Inclusive pedagogy  Applies to both teaching and technology

12. UDL: a framework for inclusive pedagogy 1.Information and concepts are represented in multiple ways and in a variety of formats. 2.Students are given multiple ways to express their comprehension and mastery of a topic. 3.Students engage with new ideas and information in multiple ways.

13. RepresentationRepresentation

14. RepresentationRepresentation  Ideas and information are represented in multiple ways and in a variety of formats  Lectures  Group activities  Hands-on exercises  Text + Graphics, Audio, Video  Usable electronic formats (e.g., Word, PDF, HTML)

15. ExpressionExpression

16. ExpressionExpression  Students express comprehension and mastery in multiple ways  Oral presentation  Written essays  Projects/Portfolios/Journals  Performance  Multimedia (text/graphics/audio/video)

17. ExpressionExpression  Colin from our video  Student with Quadriplegia  Undergraduate in Landscape Architecture  Assignment: Create a 3D model  Physical model  Computerized model

18. EngagementEngagement

19. EngagementEngagement  Help students “engage” in multiple ways  express your own enthusiasm!  challenge students with meaningful, real-world assignments  give prompt and instructive feedback on assignments  make yourself available to students during office hours in flexible formats

20. EngagementEngagement  Physics professor from India has students video tape Q&A during office hours  Individual questions answered for everyone in the course  Video  Written explanation

21. Represent Express Engage

22. UDL and Technology

23. UDL and Multimedia  Educational Videos  Course Materials  Lecture Presentation Systems  Course Management Systems

24. Educational Videos  Transcripts Transcripts  A written or text-based record of dictated or recorded speech. May contain additional relevant information, such as descriptions or comments.  Captions  A transcript is timed to display with the video track, it displays on screen as a caption.  Descriptive Audio  The narration of key visual elements in a video or multimedia product.

25. Educational Videos  In our video, who benefits from the:  Transcripts?  Captions?  Descriptive audio?

26. What Makes a Document Universally Designed?  Search-ability  Select-ability for Copy and Paste  Bookmarks or an Interactive TOC  Text to Speech capability  Accessibility

27. A Tale of Two PDF Documents ScannedOCR and Tags

28. Lecture Presentation Systems  Captions and/or Transcripts  Search-ability  Navigation Options  Keyboard Accessibility  Example 1 Example 1  Example 2 Example 2

29. Course Management Systems  Consistency of use  Syllabus  Assignments  Readings  Discussion  Navigation  Universally Designed Documents  Accessibility

30. The ACCESS Project, Colorado State University Funded by U.S. Dept. of Education, Office of Postsecondary Education, Grant #P333A080026 Thank you! Website: accessproject.colostate.edu Craig Spooner craig.spooner@colostate.edu 970-491-0784 Jesse Hausler jesse.hausler@colostate.edu 970-491-0625accessproject.colostate.edu craig.spooner@colostate.edu jesse.hausler@colostate.edu