This topic contains 3 replies, has 1 voice, and was last updated by  The IAGD 4 months, 4 weeks ago.

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  • #3254
     The IAGD 
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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

    http://www.universaldesign.com/about-universal-design/499-news-and-media/262-ed-roberts-campus-building-community.html

     

    Teaching Every Student in the Digital Age

    http://www.youtube.com/watch?v=EqWdCRYEZGE

     

    Center for Applied Special Tech (CAST) – UDL

    http://www.cast.org/udl/

     

    National Center on UDL

    http://www.udlcenter.org/

     

    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

    http://www.aph.org/

     

    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/

  • #3358
     The IAGD 
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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.

  • #3360
     The IAGD 
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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.

  • #3363
     The IAGD 
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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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