Benefits of Universal Design
Accessibility of online, hybrid, or face-to-face courses is essential to ensuring a quality learning experience for all learners. Without keeping accessibility in mind, we may inadvertently create inaccessible material. Accessibility of course content is a communal responsibility that allows equal access and full participation for all learners. Faculty members are encouraged to use the Accessibility Checklist听to review the accessibility of their courses. If material is found to be inaccessible, faculty members can review the resources within听Creating Accessible Course Material. Faculty members are also encouraged to review the听CSCU Accessibility Checklist for Courses.
Faculty members should also incorporate the principles of Universal Design for Learning (UDL) into their courses in order to promote accessibility. UDL within the realm of education generally refers to designing educational content and environments in a way that makes them useful to all people, regardless of individual characteristics such as gender, race or ethnicity, age, stature, or existing disabilities. UDL evolved from Accessible Design, a design process that addresses the needs of people with disabilities. UDL goes further by recognizing that there is a wide spectrum of human abilities, and by designing with diversity in mind, we can create things and places (either real or virtual) that will be easier for all people to use.
UDL is a researched-based design to a course that allows for flexibility to meet the wide variety of learning needs within the classroom. UDL has three main principles for course design:
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- Multiple Means of Engagement 鈥 How many times does a student interact with the material? Are you buying into their own interests? The 鈥淲hy鈥 of learning.
- Multiple Means of Representation 鈥 Is your curriculum presented in a couple of different ways, or only in one mode? The 鈥淲hat鈥 of learning.
- Multiple Means of Action & Expression听鈥 Is there a choice on how they present the information learned in the course back to you? The 鈥淗ow鈥 of learning.
How do you incorporate UDL?
- Know your students鈥 strengths and weaknesses
- Use digital materials when possible
- Share content in a variety of ways
- Offer choices for how students demonstrate their knowledge
- Use an access statement
Sample Access Statement:
I am committed to creating a course that is inclusive in its design. If you听encounter barriers, please let me know immediately through Blackboard Email听or during my virtual office hours (Monday/Wednesday 2pm听 鈥 4pm) so that we听can determine if there is a design adjustment that can be made or if an听accommodation might be needed to overcome the limitations of the design. I am听always happy to consider creative solutions听as long as听they do not compromise听the intent of the assessment or learning activity. You are also welcome to听contact the AccessAbility Services office to begin this conversation or to听establish accommodations for this or other courses. AccessAbility Services can be reached at: aas@wcsu.edu. Information regarding the听accommodation process can be viewed at:听AccessAbility Services. I welcome听feedback that will assist me in improving the usability and experience for all听students.
Center for Excellence in Learning and Teaching (CELT) UDL Initiative
吃瓜头条鈥檚 Center for Excellence in Learning and Teaching (CELT) and CAST.org partnered to offer a new customized and contextualized Universal Design for Learning (UDL) training for 吃瓜头条 faculty and staff.
The collaboration will involve the training of two cohorts (AY 21/22, AY 22/23), training of 吃瓜头条 UDL trainers, and partnership in developing novel UDL training programs for higher education institutions.
The first diverse cohort of 17 faculty and staff members began in Summer 2021 and will conclude in December 2021. The training will focus on advancing learning and teaching in First Year (FY) and 100-level courses.