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

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 (CB12-134)
Domains of disability:
Visual
Hearing
Cognitive
Physical

4. Disabilities Visual: Hearing:
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: Cognitive:
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 —
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 , §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,

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