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IDL Guidelines: (modified from the National Center on UDL) multiple means of representation: (recognition) presents information and content in many different ways, the “what” of learning multiple means of engagement: (affective) supports a variety of ways for challenging, and motivating students, the “why” of learning multiple means of action & expression: (strategic) allows many different ways of organizing, planning, performing, or expressing, the “how” of learning adaptable accommodation strategies: design can be adapted to changing needs of specific contexts or individual learners, recognizes that some learners will not be fully included by design, builds in comprehensive awareness of and plans for accommodation strategies, materials and technology IDL Principles equitable use: design is equally useful and appealing to all, providing the same means of use for all (identical when possible, equivalent when not) flexibility in use: design is adaptable to a wide range of contexts, individual preferences and abilities perceptible information: design communicates necessary information effectively for a wide range of perceptual abilities and ambient conditions simple & intuitive: design is easily understandable for a wide range of backgrounds, language skills, and concentration levels tolerance for error: design minimizes adverse consequences of unintended actions, allows multiple attempts, or provides room for improvement optional physical effort: design can be used efficiently and comfortably, allowing for a range of physical abilities size and space for approach & use: appropriate size and space is provided for reach, manipulation, or use for a wide range of mobility class climate: design is positive, promotes interaction and supports learning on a variety of levels community of learners: design promotes purposeful collaboration and fosters meaningful learning Universal Design for Learning (UDL)
Berkeley – Essentials of UDL
Teaching Every Student in the Digital Age
http://www.youtube.com/watch?v=EqWdCRYEZGE
Center for Applied Special Tech (CAST) – UDL
National Center on UDL
Disability, Opportunity, Inter-networking & Tech (DO-IT)
http://www.washington.edu/doit/Resources/udesign.html
The National Center on Disability – UDL Cheat Sheets
http://ncdae.org/resources/cheatsheets/
Making files accessible:
http://www.hhs.gov/web/508/accessiblefiles/index.html
Adaptive Tools & Tech
American Printing House for the Blind
Tactile Graphics – How to Guide
http://www.tactilegraphics.org/
Sensational Blackboard (Tactile Sketches)
http://www.youtube.com/watch?v=HxHt_QYMg8E
Audio Labeler
http://www.rnib.org.uk/shop/Pages/ProductDetails.aspx?productID=dl7601
Sonification Sandbox
http://sonify.psych.gatech.edu/research/sonification_sandbox/
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20 Tips for Instructors about Making Online Learning Courses Accessible
Sheryl Burgstahler, Ph.D., Director of Accessible Technology Services and founder of DO-IT, offers a lecture to faculty in which she offers 20 tips for how faculty can make their courses more accessible to students with disabilities.
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Disability and Accessibility in Engineering: What Can Educators Do?
This video looks at the contributions that people with disabilities can make to engineering fields and how learning about universal design and accessibility can help engineers to design better projects.
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Graduate School and Students with Disabilities
Graduate students with disabilities, working with faculty and disability services, can have successful grad school experiences, complete their degrees, and enter rewarding careers.
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