This topic has 3 replies, 1 voice, and was last updated 2 years, 4 months ago by Chris Atchison.

  • Author
    Posts
    • #3254
       Chris Atchison
      Keymaster
      • Topics: 26
      • Replies: 7
      • ★★
      • Investigator
      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
       Chris Atchison
      Keymaster
      • Topics: 26
      • Replies: 7
      • ★★
      • Investigator

      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
       Chris Atchison
      Keymaster
      • Topics: 26
      • Replies: 7
      • ★★
      • Investigator

      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
       Chris Atchison
      Keymaster
      • Topics: 26
      • Replies: 7
      • ★★
      • Investigator

      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.

Viewing 3 reply threads

You must be logged in to reply to this topic.

Follow the IAGD on TwitterFollow the IAGD on FacebookFollow the IAGD on RSS

©2020 IAGD. The IAGD is a 501c3, volunteer-driven, non-profit organization.

Disclaimer: This material is based upon work supported by the National Science Foundation under Grant No. 0939645. Any opinions, findings, and conclusions or recommendations expressed in this material are those of the author(s) and do not necessarily reflect the views of the National Science Foundation.

CONTACT US

We're not around right now. But you can send us an email and we'll get back to you, asap.

Sending

Log in with your credentials

or    

Forgot your details?

Create Account