Presentation is loading. Please wait.

Presentation is loading. Please wait.

Creating Inclusive Classrooms in Online Courses using Universal Design for Learning (UDL) Principles Pamela T. Dunning, Ph.D. Troy University

Published byMagdalene Norman Modified over 7 years ago

Similar presentations

Presentation on theme: "Creating Inclusive Classrooms in Online Courses using Universal Design for Learning (UDL) Principles Pamela T. Dunning, Ph.D. Troy University"— Presentation transcript:

1 Creating Inclusive Classrooms in Online Courses using Universal Design for Learning (UDL) Principles Pamela T. Dunning, Ph.D. Troy University pdunning@troy.edu

2 Overview Disability and learning Federal guidelines Principles of UDL Quality Matters© Designing your online course Conclusion

3 Disability and Learning According to Census Bureau, 19% of population had a disability in 2010 (CB12-134) Domains of disability: Visual Hearing Cognitive Physical

4 Disabilities Visual: Difficulty seeing certain colors (color blindness) Low vision and need assistive devices to help see (magnifiers, glasses, etc.) Total blindness and rely on screen readers to see digital content Hearing: Limited hearing and rely on assistive devices (hearing aids, implants, etc.) Completely deaf and rely on sign language or text based alternatives to audio

5 Disabilities Physical: Limited control of muscles required to use technology May rely on alternative input devises to interact with digital content Cognitive: Difficulty receiving/processing information Easily distracted, memory problems Rely on assistive tools for reading and comprehension Source: Inclusive classrooms: A strategy and framework, Blackboard’s Inclusive Thinking Framework

6 Federal Guidelines Americans with Disabilities Act (1990) Outlines regulations for providing equal access for persons with disabilities Rehabilitation Act of 1973 – Section 508 (updated 1998) Outlines technology-related regulations and standards for accessible web design Higher Education Opportunity Act (2008) Provision to increase postsecondary education opportunities for students with disabilities Increasing access, retention and completion rates Increase instructional materials

7 Higher Education Opportunity Act (2008) Universal Design for Learning (UDL) means a scientifically valid framework for guiding educational practice that — (A)provides flexibility in the ways information is presented, in the ways students respond or demonstrate knowledge and skills, and in the ways students are engaged; and (B) reduces barriers in instruction, provides appropriate accommodations, supports, and challenges, and maintains high achievement expectations for all students, including students with disabilities and students who are limited English proficient. [HEOA, P.L. 110-315, §103(a)(24)].

8 What is UDL? Method of curriculum development that provides all individuals with equal access to learn A way to create instructional goals, methods, materials, and assessments that work for everyone Including those with disabilities and limited English proficiency Flexibility is the key

9 Three Principles Principle I: Provide Multiple Means of Representation (the “what” of learning) How students perceive and comprehend information presented to them Principle II: Provide Multiple Means of Action and Expression (the “how” of learning) How students navigate the environment and express what they know Principle III: Provide Multiple Means of Engagement (the “why” of learning) How students engage in the course Source: National Center On Universal Design For Learning, http://www.udlcenter.org/aboutudl/whatisudl/3principles

10 Quality Matters© (QM) Nationally recognized organization that uses a peer-based approach to quality assurance and continuous improvement in online courses Rubric with eight standards Ensures core course components align with each other Based on having clear learning objectives, that are supported by appropriate: related assessments instructional materials course activities & learner interaction; and, technology

11 Standard 8 8.1 Course navigation facilitates ease of use. 8.2 Information is provided about the accessibility of all technologies required in the course. 8.3 The course provides alternative means of access to course materials in formats that meet the needs of diverse learners. 8.4 The course design facilitates readability. 8.5 Course multimedia facilitate ease of use.

12 Impact on Online Course Management Disabilities cover a broad range Not all students seek accommodations under ADA Example: students who are color blind can have trouble viewing PPTs or online material that have red, green, blue, or a mixture of these colors Troy University ADA Policy: Faculty utilizing distance learning media are responsible for ensuring that students with disabilities have full access to DL course materials the same as students in the classroom Fully accessible websites Use of captioned media (or providing transcripts) Other creative ways to provide accommodations

13 Designing Your Online Course Using QM and UDL, ensuring inclusive pedagogy, inclusive content, and technology/tools are used Pedagogy: Syllabus available and accessible Goals & learning outcomes clearly defined Differentiated activities to accommodate different learning styles Opportunities for collaborative learning Explicit instructions

14 Designing Your Online Course Content: Images have alternative text or marked as decorative Not using images of text No animation or blinking images (unless expressly needed and with a detailed description) Word & PPTs are properly structured PDFs are tagged for accessibility Videos are captioned (or have scripts) Colors have appropriate contrast Tables are not used

15 Designing Your Online Course Technology/Tools: Colors within the application have appropriate contrast The entire page magnifies, not just the text Controls are accessible with a keyboard Clicking form labels moves the cursor to the right place Audio & visual notifications provided in more than one format Additional plug-ins and downloads are identified

16 Designing Your Online Course Blackboard: Designed to be in accordance with Section 508 standards And with Web Content Accessibility Guidelines 2.0 Provides structure for making your course accessible Microsoft Word & PowerPoint Provides accommodations Version 2010 & above: Includes an Accessibility Checker Adobe Acrobat: Provides accessibility support for Adobe PDF forms & documents

17 Syllabus is available & accessible to all students

18 Learning outcomes clearly defined Differentiated activities and explicit instruction

19 Alternative text

20 When including a picture, provide a title and description

21 Check Accessibility Check the document for content that people with disabilities might find difficult to read

22 Issues

23 Click on -Advanced -Accessibility -Full check

24 Conclusion Online students may have accessibility issues not formally identified Online courses should be accessible to all students Not difficult to do but can be time-consuming Resources readily available to assist

Download ppt "Creating Inclusive Classrooms in Online Courses using Universal Design for Learning (UDL) Principles Pamela T. Dunning, Ph.D. Troy University"

Similar presentations

Using Virtual Environments to Model Inclusive Design in Distance Education Megan Conway, Ph.D. Thomas Conway, M.B.A. Steven Brown, Ph.D. and Hana Omar,

Using Virtual Environments to Model Inclusive Design in Distance Education Megan Conway, Ph.D. Thomas Conway, M.B.A. Steven Brown, Ph.D. and Hana Omar,
UNIVERSAL DESIGN FOR LEARNING N ANCI L EE. Introduction to Universal Design Universal Design was a term coined by architect Ronald Mace. Design Principles.

UNIVERSAL DESIGN FOR LEARNING N ANCI L EE. Introduction to Universal Design Universal Design was a term coined by architect Ronald Mace. Design Principles.
Accessibility for e-Learning Equal access and usability to online learning media can be powerful and life changing.

Accessibility for e-Learning Equal access and usability to online learning media can be powerful and life changing.
Engaging Students with Disabilities through Universal Design for Learning Margo Vreeburg Izzo, Ph.D. Nisonger Center 614-292-9218.

Engaging Students with Disabilities through Universal Design for Learning Margo Vreeburg Izzo, Ph.D. Nisonger Center
The ACCESS Project Jesse Hausler, UDL/Accessibility Coordinator Marla Roll, Director of the Assistive Technology Resource Center.

The ACCESS Project Jesse Hausler, UDL/Accessibility Coordinator Marla Roll, Director of the Assistive Technology Resource Center.
Introduction to Web Accessibility. What is Web Accessibility Web accessibility means that people with disabilities can use the Web Disabilities including.

Introduction to Web Accessibility. What is Web Accessibility Web accessibility means that people with disabilities can use the Web Disabilities including.
Technology, Disability, and Universal Design for Learning PDI - January 11, 2008 Jesse Hausler Sherri Keller Craig Spooner.

Technology, Disability, and Universal Design for Learning PDI - January 11, 2008 Jesse Hausler Sherri Keller Craig Spooner.
Everyday inclusive Web design: an activity perspective CS575 MADHAVI L NIDAMARTHY.

Everyday inclusive Web design: an activity perspective CS575 MADHAVI L NIDAMARTHY.
 What is web accessibility? ture=relatedhttp://www.youtube.com/watch?v=2j2x2miPPDQ&fea.

 What is web accessibility? ture=relatedhttp://
Debi Orton, Co-Chair NYS Forum IT Accessibility Committee.

Debi Orton, Co-Chair NYS Forum IT Accessibility Committee.
UNIVERSAL DESIGN FOR LEARNING FOR EARLY CHILDHOOD June 13, 2014 Gary Glasenapp Teaching Research Institute Center on Early Learning Western.

UNIVERSAL DESIGN FOR LEARNING FOR EARLY CHILDHOOD June 13, 2014 Gary Glasenapp Teaching Research Institute Center on Early Learning Western.
Unintended Consequences of ADA Requirements for Online Courses Dr. Brian Newberry California State University San Bernardino 20:23.

Unintended Consequences of ADA Requirements for Online Courses Dr. Brian Newberry California State University San Bernardino 20:23.
Quality Matters Web Accessibility Standard Amy Kinsel, June 2, 2010.

Quality Matters Web Accessibility Standard Amy Kinsel, June 2, 2010.
Technology for Students with Special Needs E.Brown Forward.

Technology for Students with Special Needs E.Brown Forward.
USING DISTANCE EDUCATION TO ENHANCE THE REACH OF DISABILITY STUDIES CURRICULUM Megan A. Conway, Ph.D. & Thomas H. Conway, M.B.A. Center on Disability Studies,

USING DISTANCE EDUCATION TO ENHANCE THE REACH OF DISABILITY STUDIES CURRICULUM Megan A. Conway, Ph.D. & Thomas H. Conway, M.B.A. Center on Disability Studies,
The present publication was developed under grant 84.373X100001 from the U.S. Department of Education, Office of Special Education Programs. The views.

The present publication was developed under grant X from the U.S. Department of Education, Office of Special Education Programs. The views.
January 8 th, 2009 Marla Roll, MS, OTR Director of ATRC, Office of Equal Opportunity & Diversity Assistant Professor, Dept of Occupational Therapy Jesse.

January 8 th, 2009 Marla Roll, MS, OTR Director of ATRC, Office of Equal Opportunity & Diversity Assistant Professor, Dept of Occupational Therapy Jesse.
College and Career Readiness Conference Summer 2014 Equalizing the Playing Field: Access Through Universal Design for Learning.

College and Career Readiness Conference Summer 2014 Equalizing the Playing Field: Access Through Universal Design for Learning.
Universal Design of Learning EDUC7109. Inspiration.

Universal Design of Learning EDUC7109. Inspiration.
Universal Design for Learning (UDL) Legislation Non-Profit Research Architecture and Product Development Neuroscience Chickering & Gamson ORIGINS OF UNIVERSAL.

Universal Design for Learning (UDL) Legislation Non-Profit Research Architecture and Product Development Neuroscience Chickering & Gamson ORIGINS OF UNIVERSAL.

Similar presentations

Ads by Google