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Accessibility for Academics
What is the Universal Design for Learning?
What is the Universal Design for Learning?
Accessible classrooms go hand-in-hand with the guidelines proposed by the Universal Design for Learning (UDL) framework. UDL is defined by CAST (Center for Applied Special Technology) as “...a framework to improve and optimize teaching and learning for all people based on scientific insights into how humans learn”. There are three guiding principles of UDL:
Provide different ways for students to learn (the WHY of learning)
Provide alternatives to learning materials (the WHAT of learning)
Provide alternatives of Action and Expression (the HOW of learning)
This framework will provide a basis for creating accessible classrooms. You may find that, once you begin implementing UDL and thinking about Accessibility, the successful operation of your course as a whole becomes easier. This is, in part, because you share some of the responsibilities with your students. We give some examples on how to implement UDL but we will also provide more specific scenarios in subsequent pages.
Did you know?
There are plenty of resources on UDL. The Balance by Dr. Catlin Tucker, specifically the episode Universal Design for Learning with Dr. Katie Novak, and UDL in 15 Minutes by Loui Lord Nelson are both great podcasts. The former is on pedagogy in general while the latter talks about UDL from the perspectives and backgrounds of various teaching professionals in 15-minute snippets.
To the left, we have also embedded a fun and quick introduction to UDL as well as a TED Talk on UDL.
The WHY of Learning
The WHY of Learning
As instructors, we are often preparing our students (particularly undergraduate students) for a professional career. However, we take advantage of what students do and do not know and assume that they can make the connections themselves. When designing a lecture, think about WHY a student should learn it. First, start off with the topic's authenticity and relevance. Then make it clear to students how that topic will help them in their chosen profession (i.e., make the topic relevant to them).
We can also help students by providing feedback early and often. Feedback should go beyond the simple "Good Job!" remark and be authentic. Remember, feedback can be another learning moment.
The WHAT of Learning
The WHAT of Learning
Students are, on an individual level (and, in some cases, from class to class), unique. As such, they have different ways of learning. When we create lecture content and course materials, we should provide different ways students can consume that content. For example, if we have recorded or are using some audio component (a podcast, music, news snippet, etc.), we may want to create some text or provide a transcript for it. For visual components (like video or imagery), we may want to provide text or audio that describes it.
For undergraduate students specifically, you may find yourself introducing new words, jargon, or phrases. Do not assume that students will look it up after class or even ask you during class what the meaning is. Instead, define it for them and use it in context. This will help ensure that everyone is on the same page and won't make anyone feel foolish for asking.
Finally, be deliberate in connecting new topics to previous knowledge. Additionally, while many classes require prerequisites, you may want to create a review sheet of what they should know. You can then recommend to students to refer to their notes from the previous class or come see you for clarification and help. Otherwise, if there was no prior learning on the topic, make sure you provide sufficient background knowledge.
The HOW of Learning
The HOW of Learning
In terms of accessibility, this means ensuring that course content is optimized for assistive technologies. For example, providing alternative text on images and closed captions on videos.
Make sure you communicate with your students early and often. This helps build the student-teacher relationship but also provides you an avenue for communicating changes. If you do send some sort of communication, do it in at least two different ways. For example, the D2L News Tool, email, message board, etc.
Putting UDL into Context
Putting UDL into Context
The University of Texas at Austin (n.d.) and American University's School of Education (2018) both provide different ways to implement UDL.
First, make sure that everyone understands and knows, explicitly, course expectations at the onset. This can be in the form of learning objectives, classroom rules (that you can and should build with your students), and more. It should not simply be reading your syllabus, so much as explaining your syllabus.
Second, present new technical vocabulary as clearly as possible. Provide examples that convey meaning. This can be done during the lecture, on a slideshow, or by providing a worksheet.
Third, provide adequate time for questions and answers in between topics. Allow a few minutes of silence if necessary. Additionally, offer review sessions that don't necessarily need to be during normal class hours but can instead be during office hours.
Fourth, provide flexibility in use, participation, and presentation. Alternative assignments, means of consumption, etc. Ways to allow students to best complete the assignment or learn the topic on their terms.
Finally, be straightforward and consistent. Once you have settled into a routine, stick with it. If you anticipate or need to make changes, ensure that you communicate early and often. Similar recommendations go for your course design in D2L, office hours, testing, and so on.
A wide variety of students, with different strengths, weaknesses, capabilities, or disabilities can benefit by explicit course design, expectations and content. But an added benefit is that staff members in the Griff Center and Accessibility Support Office can better assist students and promote student adherence to your course policies, if they can understand what the rules and requirements are in your course.
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