1. Universal Design in Teaching
Maureen Madden Instructional Designer & Accessibility Liaison, ELI

2. Disclaimer
I am not an expert. I have spent hours attending webinars & conferences. I have spent additional hours researching online resources and chatting with people who work in the area of accessibility or use assistive technology in their daily activities. I share with you what I have found & what I have been told.

3. Overview
Rehabilitation Act of 1973, Section 504, & American with Disabilities Act
Universal Design and Universal Design for Learning
Seven Principles of Universal Instructional Design
Technology and accommodations
Alt-text, scripts and captions for images, audio and video files
Disabilities
Accessible Word documents, PowerPoint presentations and s
Hints & Tips

4. Section 504 of the Rehabilitation Act of 1973
“prohibits discrimination on the basis of disability in programs conducted by federal agencies, in programs receiving federal financial assistance, in federal employment, and in the employment practices of federal contractors.”
Section 504 of the Rehabilitation Act of 1973
“designed to eliminate discrimination on the basis of handicap in any program or activity receiving Federal financial assistance.”
Americans with Disabilities Act
“prohibits discrimination and ensures equal opportunity for persons with disabilities in employment, State and local government services, public accommodations, commercial facilities, and transportation.”

5. UD, UDL and UID Principles
Universal Design - began as an architectural concept, a proactive response to legislative mandates as well as societal and economic changes that called for providing access for people with disabilities while benefiting others (curb cuts, ramps, captioning, etc.)
Universal Design for Learning – an approach to curriculum that minimizes barriers and maximizes learning for all students - not a single, one-size-fits-all solution but rather flexible approaches that can be customized and adjusted for individual needs (multiple means of representation, action & expression, and engagement)
Universal Instructional Design in Higher Education - reduce or eliminate the need to provide customized individual academic accommodations, and particularly those that publicly identify or segregate students with disabilities (seven principles).
Universal Design (UD) began as an architectural concept, a proactive response to legislative mandates as well as societal and economic changes that called for providing access for people with disabilities (Center for Universal Design [CUD], 2007). Universal Design promotes the consideration of the needs of all potential users in the planning and development of a space, product, or program—an approach that is equally applicable to architecture or education. It also supports the notion that when providing an architectural feature—or educational service, for that matter—to enhance accessibility and inclusion for one population, we are often benefiting all occupants or participants.
The Universal Design principles (CUD, 1997) have been adapted to education through a number of models that emerged in the last decade, including Universal Design for Learning (UDL; Center for Applied Special Technology, n.d.; Rose, 2001; Rose & Meyer, 2000), Universal Design for Instruction (UDI; Scott, McGuire, & Shaw, 2001, 2003), and Universal Instructional Design (UID; Silver, Bourke, & Strehorn, 1998). We do not see these models as competing, but rather as complementary—all with much to offer.
The “universal” in UID is not meant to imply that “one size fits all”; instead the focus of UID is universal access. One goal of UID is to reduce or eliminate the need to provide customized individual academic accommodations, and particularly those that publicly identify or segregate students with disabilities
The UID principles stated by the University of Guelph, Canada, apply to four domains:
The design of learning (courses, activities, assignments. Assessment)
The planning of delivery instructional strategies
The design of materials or tools for learning (manuals, learning objects, handouts,)
The design of environments ( classrooms, websites, and/or learning spaces)
Resources:
National Center on Universal Design for Learning
Universal Design &
Center for Universal Design
Center for Universal Design, Principles of Universal Design
Universal Design for Learning &
Universal Design for Instruction
Universal Instructional Design

6. Universal Design Creates a Welcoming Environment
Architectural term coined by R. Mace
Physical environment design for access
Stairs as access feature/barrier
Physical Disabilities
Elderly
Children
Strollers/Carts
Retrofitting for physical access remains a design afterthought
In developing the concept of Universal Design, Ron Mace offered the premise that perhaps we should teach architects to design buildings from the start that would work for everyone. In this fashion, we would adopt an intentional approach to design, one that anticipates a variety of physical or sensory needs, broadens usability to the public, would be more economical, and finally one that respects human diversity by not asking someone to come in through a different door.
Consider for a moment what kind of Universal Design solutions have you seen on your campus?
Do we have curb cuts, universally designed ramps, automatic sliding doors, water fountains set a two height levels, easy access door handles and even bathrooms that accommodate individuals with varied height and physical needs?

7. Is this Welcoming? Examples of accessibility roadblocks:
Need to travel in rain to transportation
Snow covering curb cut
Trash blocking hallway
Step on & off train/subway or to enter pool area
Not enough room for a wheelchair to pass (between stacks in the library or entering a store)
No automatic door opener and heavy door pull
Bathrooms too small to accommodate a wheelchair (image 1 - wheelchair in hallways outside bathroom and image 2 - door cut to widen opening)
Ring for assistance bell near ground
Sign blocking ramp into church (sign says “Keep clear for wheelchair users”)

8. Does this make any sense?
Cartoon of person shoveling snow of stairs outside school while ignoring the ramp covered with snow.
Person in wheelchair says “Could you please shovel the ramp?”
Man shoveling snow says “All these other kids are waiting to use the stairs. When I get through shoveling them off, then I will clear the ramp for you.”
Person in wheelchair says “But if you shovel the ramp, we can all get in.”
Title under cartoon says “Clearing a path for people with special needs clears the path for everyone!”

9. More Welcoming! Examples of a more welcoming environment
Lower soap dispenser
Ramp and lift to access to a stage
Lower elevator buttons with large buttons and display
Subway/train entrance flush with platform and wide doors
Attractive ramps with wide turning radius and gentle slopes
Removable ramps in place both entrance and exit of an establishment

10. ADA UDL UID ADA UDL and UID
Implementing the UDL and UID may not eliminate the need for sign language interpreters, books in Braille or on tape, and other accommodations that are part of daily living for people with disabilities, however, it can prompt faculty and instructors to reconsider teaching methods that tend to exclude some students unnecessarily. Many students can benefit from electronic access to faculty PowerPoint slides or documents.
ADA
UDL and UID
Assures accommodations for students with disabilities one at the time
Barrier-free
Fewer individual accommodations needed

11. UID - Principle 1 Be Accessible and Fair
Universal instructional design involves anticipating the diverse needs of our students. If as instructors we can assure them that they would be able to access the course without finding barriers that makes them feel insecure, we can be sure that we are removing any barrier that prevents them from obtaining course materials and take part in essential learning activities regardless of their disability.
Some examples would be that instructors add a summary of key points to be covered in the upcoming lecture, at least 2 days before the lecture.
Makes sure that all online materials are formatted so they can be used with screen reader and/or software character magnifier, either Jaws for students who are blind, or visually impaired and for those who have learning disabilities.
Before the end of the course, ask your students a simple question such as “Did you have difficulties accessing course materials or participating in any essential activities related to this class? And ask them for suggestions for improvement.
You will be surprised if after you think you did it all, some students will respond with something like: Instructor should make an effort to make you feel included, even if he/she does not always succeed
Will the students have difficulty accessing course materials or participating in any essential activities related to class?

12. UID - Principle 2 Provide Flexibility in Use, Participation, Presentation, and Evaluation
UID involves offering options not only on the ways we present information but also in how students engage in the learning process and on how can they express what they have learned.
Remember the three principles of UDL? Here are perfectly applicable.
According to research, this principle requires all of our imagination as instructors, but the result can create a richer learning environment that will involve all students regardless of their disability.
If we consider the UDL principle that speaks of multiple means of expression, instructors will offer the option of providing a written report, a cassette with an oral report, or a multimedia presentation if this is what suits the needs of specific students.
As per multiple ways of presenting information, as instructors we should make materials available in printed format as well as in a digital or electronic format.
We could also be flexible to allow a student who is deaf to present his/her report with the support of an interpreter.
Again, if we ask our students this question:
Does the course offer enough choices in how it is presented so that you could, to a certain extent, approach the course in a way that suited your needs and abilities?
We may not be surprised in we receive answers such as “It would be nice if a few classes had a major presentation rather than a final exam”
Does the course offer a reasonable number of choices in the presentation of materials, opportunities for participation, and methods of evaluation to address all students’ needs and abilities?

13. UID - Principle 3 Be Straightforward and Consistent
Are there any areas of confusion regarding course objectives, how the course materials are presented and/or goals evaluated?
Universal Instruction Design involves overcoming confusion, coordinating all parts of the curriculum and clarifying communications. When you ask your self this question you may find it easy to answer there are times when instructor find it easy to implement.
One example would include clarification about what of all the information covered in the course will be included in the final.
Clearly announce at mid semester if there were changes to the course syllabus. It is not enough to announce it in class but also through an electronic forum, so students do not discover any surprises.
If essays are part of the evaluation, clearly explain the format in which you require such essays: length, style, etc.

14. UID - Principle 4 Instructional Materials and Activities Should Be Explicitly Presented and Readily Perceived
Sometimes we do not fully and clearly express the information we want to deliver. In this case, UID involves maximizing all communication media. We could deliver an excellent lecture, explicitly presented and not be aware that the room is poorly lighted and that there is a student with hearing impairments that seats in a back row. In this case, the perfectly delivered lecture was poorly perceived by this student. Since this is not a deaf student who requires an interpreter, perhaps the solution would be a better light and an amplification system. These are some solutions the Disability Services Office can help you determine and implement.
Some examples for class improvement would be:
At least 3 days before each lecture course instructor put on-line a summary of key points to be covered in the upcoming lecture.
°  During the first class session course instructor demonstrated the course website, highlighting items such as the advantages of various file formats.
°  A course website was created, offering a choice of file formats and including labels which suggested when each format might be advantageous.
All graphics on the course website have text based descriptions or alt-tags so a screen reader can describe them.
If, at the end of the semester you ask your students the following question:
Are there barriers to your receiving or understanding the information and resources needed in this course?
Do not be surprised if you find answers such as:
If I could have one wish it would be for instructors to use some graphics or pictures in websites and sans serif fonts.
Once again, the UDL principle of multiple ways of representation applies here.
Are there barriers to students receiving or understanding the information and resources needed to succeed in this course? Are instructions clearly written?

15. UID - Principle 5 Provide a Supportive Learning Environment
Applying UID in the classroom means providing an inclusive approach to embrace, welcome, and encourage students with diverse needs. Instructors should encourage questions and comments and respect everybody’s individual needs. Sometimes this means providing enough time for a student that stutters to ask his/her question or encouraging students in an art class to experiment even if they do not succeed at the first attempt.
Another example that not only supports this principle but also the one that talks about flexibility would be that an instructor gives an extra point if a student submits an improved work after paying attention to instructor’s feedback.
Another example of welcoming students express themselves would be encouraging them to sit next to a different student in each lecture and spend 3 minutes of the class getting to know that student on a first name basis.
Finally, in order to create a more collaborating experience, instructors should encourage more experienced students to share their knowledge with other students.
Do students feel respected as individuals, welcome to express their thoughts, and able to explore new ideas? Do you make yourself available to answer questions & discuss issues?

16. UID - Principle 6 Minimize Unnecessary Physical Efforts or Requirements
Does the course require a great deal of mental and/or physical energy to accomplish something? UID recognizes that our students may come from different backgrounds, ages, physical characteristics, and personal circumstances that may affect learning.
This principle calls instructors for considering the physical effort required to complete the course and systematically eliminate -or at least adjust- anything that is unnecessary. Learning should be about content, not the physical place called classroom.
Some examples to eliminate unnecessary fatigue are adding navigation aids in a webpage to reduce vertical scrolling looking for information or links.
Before opening an online conferencing for a course instructors should give each student a summary of “netiquette” including a reminder to put new information at the top of a forwarded message, so students using Jaws would not have to re-listen old information before getting to the new information. A very simple step to avoid unnecessary effort.
In order to avoid reader’s fatigue,
Keep it simple
Constraint your thoughts to one idea. Keep your sentences down to words at best. This is because a sentence with fewer tan 25 words usually contains one thought. If so, readers can quickly grasp the thought and move on to the next sentence.
Keep the width of the line short if possible, split your page into columns. Ask your web designer how to do it.
Do not use chunky paragraphs. Break them up, so your page does not look intimidating with lots of text that look like a waterfall of text. Restrict your paragraphs to 4-6 sentences each.
Are there any physical challenges in this course that can be removed? Are field trips, viewing films or creating recordings required? Are they accessible or are other options available?

17. UID - Principle 7 Ensure a Learning Space that Accommodates Both Students and Instructional Methods
Learning happens inside and out. This means that learning is influenced not only by the intellect, but also by the tools we use and the environment in which learning takes place.
Imagine that you developed your instructional methods and materials thinking your class would be assigned to a small conference room and you ended up teaching in a large lecture hall.
We may not always get the “ideal classroom” If this occurs and we do not have the classroom we thought we would get, as instructors, we would have to accommodate our instructional methods and materials to accommodate the needs of our students.
Large lecture halls do not facilitate asking questions and some students may refrain from participating because the environment is overwhelming. It is up to the instructor to be flexible and design other types of activities that promote individual and group participation.
Think about developing small group activities outside of class hours and meet to discuss experiences since the lecture room will not accommodate the need for mall group activities.
Are the materials, activities and evaluation tools used appropriate and suitable for successful instruction and the use of all the students?

18. Textbooks & Print Resources
Are they available in an:
electronic format?
accessible text?
alt-text for images?
descriptions of graphics & tables?
accessibility statement available?
Are they accessible?

19. Audio & Video Files Do they include: accurate captioning?
accurate transcript?
context cues where necessary?
Note: When creating a video, use a script that can be used to create captions or record a Collaborate session using live captioning (CART).
Are they accessible?

20. Accessible Images
Alternative text provides a textual alternative to non-text content (images, photos, tables, charts, etc.)
Determined by context and surroundings of image.
Is the graphic functional or decorative?
How can the information be conveyed?
Is the information provided somewhere else?
Alt-text vs long description.
Accurate and equivalent.
Succinct.
Not redundant.
Avoid using “image of…” and “graphic of…” unless important.
From WebAIM – Web Accessibility in Mind
Adding alternative text for images is the first principle of web accessibility. It is also one of the most difficult to properly implement. The web is replete with images that have missing, incorrect, or poor alternative text. Like many things in web accessibility, determining appropriate, equivalent, alternative text is often a matter of personal interpretation. Through the use of examples, this article will present our experienced interpretation of appropriate use of alternative text.

21. Assistive Technology
Human & electronic note takers (pens, tablets, apps).
Use of MS Word comments for feedback.
Digital, braille, & large print books.
Text to speech/speech to text software.
ZoomText.
JAWS.
ReadWrite (Copy available to NOVA faculty. Contact Disability Support Services.)
Window Eyes.
NVDA.
Dragon Dictate.
Tactile Objects (Often used in STEM subjects).
Charts and graphs.
Molecular structures.
Circuits and vectors.
Diagrams of systems.
Flowcharts.

22. Use of Tactile Objects Often used in STEM subjects Charts and graphs
Molecular structures
Circuits and vectors
Diagrams of systems
Flowcharts
A tactile graphic is not a simple copy but a conceptualization of the information being conveyed. They are needed sometimes to convey complex concepts such as the ones presented here. There is a list of resources on where to find ready made graphics and your Assistive Technology Coordinator can help you get them for a specific student, for your math or science lab. Please contact the Disability Support Services if you think you would need to have some ready made tactile graphics.

23. Anxiety Chronic Stress Hidden Disabilities Hyperactivity Inattention
ADHD/ADD
Learning Disabilities
Developmental Reading Disorders
Developmental Delays
Color Blindness
Dyslexia
Autism Spectrum Disorders
Traumatic Brain Injury/Closed Head Injury
Medical Concerns
Psychological or Psychiatric Disorders
Distractedness
Inattention
Disorganization
Many students with some of these disabilities e going to present challenges in reading, such as
Confusion of similar words, difficulty using phonics, problems reading multi-syllable words.
Slow reading rate and/or difficulty adjusting speed to the nature of the reading task.
Difficulty with comprehension and retention of material that is read, but not with material presented orally. They will also present difficulties in math, organizational skills, study skills, time management, social skills, and here is where we need to work as a team to help them overcome their limitations with proper accommodations.
In Writing where they may show: Difficulty with sentence structure, poor grammar, omitted words; frequent spelling errors, inconsistent spelling, letter reversals; difficulty copying from board or overhead.
Poorly formed letters, difficulty with spacing, capitals, and punctuation.
In Oral Language
Difficulty memorizing basic facts.
Difficulty expressing ideas orally which the student seems to understand.
Problems describing events or stories in proper sequence.
Residual problems with grammar, difficulty with inflectional or derivational endings.
Math
Confusion or reversal of numbers, number sequence, or operational symbols.
Difficulty reading or comprehending word problems.
Problems with reasoning and abstract concepts.
Study Skills
Poor organization and time management.
Difficulty following directions.
Poor organization of notes and other written materials.
Need more time to complete assignments.
Social Skills
Difficulty "reading" facial expressions, body language.
Problems interpreting subtle messages such as sarcasm.
Confusion in spatial orientation, getting lost easily, difficulty following directions.
Disorientation in time, difficulty telling time.
Forgetfulness
Anxiety
Abnormal behavior
Chronic Stress

24. Source: Tutoring Duluth
Dysgraphia is a learning disability that affects writing, which requires a complex set of motor and information processing skills. It can lead to problems with spelling, poor handwriting and putting thoughts on paper. People with dysgraphia might have trouble organizing letters, numbers and words on a line or page.
What are some of the most effective accommodations, methods and strategies to help students with dysgraphia?
It depends upon the nature of the problem being addressed. For young children, helping them stay within the lines and write legibly is often the target of intervention. With older students, the focus is often less on the mechanics of writing and more on the extent to which they can communicate their ideas, take and organize notes, and perform information gathering and shaping tasks with speed and efficiency.
Assistive Technology
Speech to text programs (dictation)
Text to speech products Read & Write Gold
Live Scribe Pen
Source: Tutoring Duluth

25. Source: WebAIM Dyslexia Simulation
What is Dyslexia?
Read the following paragraphs & be prepared to answer a few questions.
Dyslexia is a disorder manifested by difficulty in learning to read despite conventional instruction, adequate intelligence, and socio-cultural opportunity. It depends on fundamental cognitive abilities which are frequently of constitutional origin (Critchley, 1970)
Students with dyslexia report difficulties in a wide range of academic activities such as note taking, organization of essays, expressing ideas in writing, excessive levels of anxiety, low self esteem and depression.
Source: WebAIM Dyslexia Simulation

26. After reading the earlier passage, answer these questions…
Answer the following questions:
Why are images good for web accessibility?
Who would be negatively impacted by a text-only site?
Did the paragraph make sense? Were you able to answer the questions? Image the frustration for someone who has difficulty reading?
Why are images good for web accessibility?
Who would be negatively impacted by a text-only site?
Source: WebAIM Dyslexia Simulation

27. The Unmodified Paragraph
This is the actual text. Now you should be able to read and understand the passage.
Source: WebAIM Dyslexia Simulation

28. Color-Blindness
You see this…

29. Color-Blindness You see this… They see this…
Severe implications for individuals who are color blind when color is used exclusively for sharing information. “The red assignments are due Monday. The green assignments are optional.”

30. Accessible Word Documents
Use styles for headings & in long documents.
Provide alt-text for images.
Use simple table structure and provide column header rows in tables.
Keep all headings short.
Use meaningful hyperlinks (Northern Virginia Community College instead of
Use true numbered and bulleted lists with punctuation.
Use font size of 12 points or more.
Provide sufficient contrast and do not use color as the only way to convey content.
Spell check!
Provide electronic version that can be enlarged or read by a screen reader.
Creating accessible Word documents
This article offers guidance on ways to create Microsoft Word documents to make them more accessible to users with disabilities. Because many files are often viewed electronically, governments and industries around the world are implementing policies that require electronic and information technology to be accessible to people with disabilities. For example, the amended Section 508 of the United States Rehabilitation Act of 1973 requires Federal agencies to make all of their electronic and information technology accessible.
Tip    Starting with Microsoft Office 2010 a new tool for Word, Excel, and PowerPoint called the Accessibility Checker is available that you can use to check your Word documents for any issues that might make it challenging for a user with a disability. To learn more, see

31. Accessible PowerPoint
Use slide layout templates & make sure that each slide has a unique title, even if invisible.
Provide alt-text for images.
Use simple table structure and provide column header rows in tables.
Use meaningful hyperlinks (Northern Virginia Community College instead of
Use true numbered and bulleted lists with punctuation.
Use sufficient font size & don’t overcrowd the slide.
Provide sufficient contrast and do not use color as the only way to convey content.
Avoid automatic slide transitions or keep simple.
Limit animations.
Use outline and notes panels.
Spell check.
Provide electronic version that can be enlarged or read by a screen reader.
Links from
Creating accessible PowerPoint presentations
This article offers guidance on ways to create Microsoft PowerPoint presentations to make them more accessible to users with disabilities. Because many files are often viewed electronically, governments and industries around the world are implementing policies requiring electronic and information technology to be accessible to people with disabilities. For example, the amended Section 508 of the United States Rehabilitation Act of 1973 requires Federal agencies to make all of their electronic and information technology accessible.
Tip    Starting with Microsoft Office 2010 a new tool for PowerPoint, Word, and Excel called the Accessibility Checker is available that you can use to check your PowerPoint presentations for any issues that might make it challenging for a user with a disability. To learn more, see

32. Accessibility Checker in Word & PowerPoint
The accessibility checker is the same for both Word & PowerPoint. Warnings & tips will be provided so corrections can be made.
To learn more, see

33. Converting Word & PowerPoint to PDFs
Select one…
Ensure that Enable Accessibility and Reflow with tagged Adobe PDF is selected. OR
See or

34. If using a scanner…
Scanned documents & images saved as PDFs are really JPEGs. They cannot be read by screen readers or searched.

35. Accessible Email Keep it short and simple.
Forwarded s contain extra headings & recipient addresses/names. Delete when possible.
Avoid using a jpeg as content.
Black & white with 12 point font. Avoid all caps (unless necessary) or fancy fonts.
HTML format preferred.
Use styles for headings & in long documents.
Images & Graphics (line up for reading order - Wrap Text > In Line with Text and Alt-text).
Accessible attachments.
Meaningful subject.
Use meaningful hyperlinks (Northern Virginia Community College instead of
Use true numbered and bulleted lists with punctuation.
Spell check and spell out acronyms and abbreviations when first used.
Avoid background images/stationary.
Avoid special characters (copyright or emoticons).

36. Keep It Simple

37. UID’s Guiding Principles
Not This…
UID’s Guiding Principles
Accessible & Fair
Consistent
Explicit
Flexible
Supportive
Accommodating
Minimize Effort
Not this! Too complicated & busy. Some of the images do not work well with the message conveyed in the text.

38. This… UID’s Guiding Principles creating welcoming classrooms;
determining the essential components of a course;
communicating clear expectations;
providing constructive feedback;
exploring the use of natural supports for learning, including technology, to enhance opportunities for all learners;
designing teaching methods that consider diverse learning styles, abilities, ways of knowing, and previous experience and background knowledge;
creating multiple ways for students to demonstrate their knowledge; and
promoting interaction among and between faculty and students
Same information as earlier slide, but much easier to understand.
Note punctuation at the end of each item in the bulleted list. Makes screen reader pause for a moment to separate items listed.

39. Suggested Dos and Don’ts
Confer with the student with a disability as to the accommodations most appropriate for him/her.
Make assumptions about a student’s ability.
Treat students with disabilities with the same courtesies you would afford to other students.
Engage in philosophical debates about “fairness” to other, nondisabled students, or whether providing accommodations somehow violates your academic freedom.
Respect the privacy of students with disabilities. They need not disclose their disability to fellow students. While they must disclose disability to a designated official at your college in order to access accommodations, this does not require disclosure to everyone. Treat disability information which has been disclosed to you as confidential.
Decide not to provide reasonable accommodations, or the academic adjustments which have been approved by the institution’s designee. You may subject your institution or yourself to liability.
Assist students in following the university’s policies, such as possible requirements that all requests for accommodation be lodged with the Disability Services office and not individual faculty members alone.
Refuse to permit students to tape record lectures as an accommodation.
Refuse to provide copies of handouts, or orally describe information written on the chalkboard, or face the class when referring to something written on the chalkboard, etc., if these accommodations have been determined to be appropriate for a student.
Refuse to provide extended time for tests on the mistaken assumption that doing so would require that all students be given additional time.
Refuse to provide accommodations until you have personally evaluated a student’s documentation of disability. Eligibility for services under the ADA is the job of the disability services personnel, not the faculty.

40. Things You Can Do Immediately
Design – Include a variety of activities that align with the outcomes and goals for the instruction.
Delivery – Provide a variety of delivery methods to include lecture, projects, case studies, discussions, hands-on activities, etc.
Materials – Arrange for accessible materials that include alt- text, captioning, transcripts, visual cues and can be accessed using screen and text reading programs.
Environment – Be responsible for a welcoming and accessible environment that removes all physical roadblocks and provides opportunities to for students to express themselves and demonstrate knowledge.
The team working on UID implementation at the University of Guelph recommends that during:
Design
Provide ample time for assignments determine how much time would be required by a typical student and add a "buffer" to address various contingencies
Differentiate between need to know (required) and nice to know (optional) information
Allow students to work in pairs in labs where physical effort may disadvantage someone with a disability
Collect mid-semester feedback to discover any problems or areas of confusion
Provide ample time for online work in case of system malfunction
delivery
always face the class and make eye contact when speaking
use a microphone when necessary
structure class time in a consistent manner
post course materials such as syllabi or handouts or readings in the Library Online Reserve
allow students to submit assignments electronically
if you use electronic presentation tools (e.g., PowerPoint) make sure that presentation is legible (minimum 20 pt. font, with a high-contrast color scheme) and all graphics contain alt tags
provide feedback on work before the next assignment or assessment
Materials
consider providing lecture outlines (not complete notes) and advanced organizers for lectures that students can annotate during class
structure and format material for easy readability
provide students with materials in multiple formats: at the very least, provide digital equivalents of  hardcopy handouts
ensure that all digital materials you provide to students are in an accessible format (e.g., don't provide PowerPoint files if not everyone has the software)
ensure all materials, case studies, etc., are free of negative stereotypes Environment
ensure your course website is accessible and usable: use an accessibility checker to identify any potential problems
use "ALT" (alternate text) tags for any images on web pages so that they may be identified by text-browsers or by screen-reading programs used by students with disabilities
do a "room check" to make sure there are no problems with hearing, sightlines, or the arrangement of the furniture (e.g., enough left-handed seats). Ask students experiencing problems hearing, seeing, writing, etc., to come forward
when possible, request an appropriate room and/or arrange the room to facilitate the type of teaching you are doing
at the beginning of a course and/or in your syllabus, encourage anyone with a disability to come forward and speak with you about it
ensure people feel free to engage in discussion in your course without fear of ridicule or harassment; encourage the open
Source:

41. References & Resources
Rose, D. & Meyer, A. (2002) Teaching Every Student in the Digital Age: Universal Design for Learning. ASCD
Meyer, A., Rose, D., Gordon, D. (2014) Universal Design for learning, Theory and Practice. CAST
Universal Instructional Design, Implementation Guide (2003). University of Guelph, Guelph, ON, Canada:
UID Quick Start Check List :
Preliminary Assessment of Faculty Implementation of UDL En ACT: Ensuring Access through Collaboration and Technology: of-UDL.pdf
Through-Design
DART Toolkit II: Legal Issues — ADA Basics: basics.aspx?utm_source=Copy+of+Understanding+ADA+Compliance+%26+Resources%3A+Fast+Facts+For+Fac ulty&utm_campaign=Effective+Faculty+Advising+Program&utm_medium=
WebAIM – Web Accessibility in Mind:
Creating accessible Word documents: documents-d9bf ac-47ea-b91a-78dcacb3c66d?ui=en-US&rs=en-US&ad=US#__toc
Creating accessible PowerPoint presentations: PowerPoint-presentations-6f7772b2-2f33-4bd2-8ca7-dae3b2b3ef25?ui=en-US&rs=en- US&ad=US#__toc

42. References & Resources, cont’d
Related to tactile materials:
Tactile Ready made graphics:
American printing House for the Blind:
National Braille Press:
Diagram Center
Talking Graphics:
Talking tactile tablet:
Guidelines for making tactile graphics:
Bana Tactile Graphics Guidelines:
Tactile Graphics website: