Beyond Accessibility Toward Inclusivity Track 2018

This track ran from May 14 -18, 2018 and has been left active as a resource.

Activities posted to our Laulima Course Site.

Making Learning Available to As Many As Possible

accessibility logoInclusive Design benefits all learners, not just those with disabilities. Learners are not all the same. They are highly diverse in terms of their backgrounds, personalities, cognitive styles, abilities and interests. Some students learn best by listening, others by reading, and still others by doing.

When material is accessible in multiple formats, students can select the presentation that best suits their learning preferences. Similarly, some students demonstrate their learning best by writing while others may prefer sharing orally. Allowing students to demonstrate their knowledge in multiple formats gives students the freedom to select the one that best suits them.

In this track, you will:

  1. Articulate why designing with inclusivity in mind is important for all learners.
  2. Identify what your students are struggling with in your course
  3. Apply Universal Design for Learning (UDL) strategies by examining
    1. Learning goals
    2. Materials
    3. Methods
    4. Assessment
  4. Apply basic web accessibility principles to: Text, Images, Videos, Audios, and OERs.
  5. Explore free assistive technologies

Often times, the following is a common learning goal and assessment:

“Write a paragraph about how the circulatory system works.” What you discover is that this goal/assessment unintentionally introduces barriers to students and may not accurately measure the content goal. Writing a paragraph is an additional task layered over mastery of the content knowledge that you want your students to attain. Rephrasing this goal into something like, “Describe a complete cycle in the circulatory system” is more explicit about what students should be able to explain, and allows flexibility in terms of how students convey their knowledge (create a diagram, label an image, write out the steps in the process, make a short video explaining an image, etc.).

Look forward to a time we can collectively look at ways we can be more inclusive as we design our courses.

Universal Design for Learning Word Art with drawings of goals, materials, methods, assessments, recognition, representation, engagement, action & expression


 

“Designing for Universal Success” by Sam JohnstonCAST is licensed under CC BY-NC 4.0  retrieved from https://uknowledge.uky.edu/greaterfaculties/vol1/iss1/6