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Online Curb Cuts: Access, Diversity and Inclusion through Universal Design,[object Object],TINA PASSMAN, Ph.D. ,[object Object],University of Maine,[object Object]
The content and format of this presentation includes:,[object Object],1. Overview of 508 compliance and principles of Universal Design in Higher Education,[object Object],2.	Presentation and discussion of the legal, theoretical/pedagogical and practical implications of these ideas in building online learning communities,[object Object]
3.	Checklist of 508 compliance factors and UD,[object Object],4. How this preplanning and these principles address the changing demographics of our HE population,[object Object]
5. Discussion of the importance of socially responsive and responsible teaching practices in the furtherance of the democratic ideal of inclusive civic communities,[object Object],6. Q & A ,[object Object],Short bibliography of resources,[object Object], ,[object Object]
Universal Design,[object Object],SHOULD IT BE DRIVING ONLINE TEACHING AND LEARNING?,[object Object]
Ramps & Curb Cuts,[object Object],Does this represent all we need to know about Universal Design and Access? ,[object Object], ,[object Object]
Ramps & Curb Cuts,[object Object],Does it tell us anything about inclusion? ,[object Object], ,[object Object]
When will this be taken for granted?,[object Object],When does this become taken-for-granted? ,[object Object]
508 Compliance,[object Object],In1998, Congress amended the Rehabilitation Act to require Federal agencies to make their electronic and information technology accessible to people with disabilities. Inaccessible technology interferes with an individual's ability to obtain and use information quickly and easily. ,[object Object]
Purpose of 508,[object Object],Section 508 was enacted to eliminate barriers in information technology, to make available new opportunities for people with disabilities, and to encourage development of technologies that will help achieve these goals. ,[object Object]
Purpose of 508,[object Object],The law applies to all Federal agencies when they develop, procure, maintain, or use electronic and information technology. ,[object Object]
508 and Institutions of Higher Education,[object Object],Under Section 508 (29 U.S.C. ‘ 794d), agencies must give disabled employees and members of the public access to information that is comparable to the access available to others.,[object Object]
508 and Institutions of Higher Education,[object Object],Academic Institutions are required to ensure that students, faculty, staff and visitors have access to information and services that is comparable to access available to others.,[object Object]
GAO reports more students with disabilities in higher education,[object Object],Students with disabilities represented nearly 11 percent of all postsecondary students in 2008, according to a federal survey. Moreover, this population appears to have grown, based on selected federal and state data. Government Accounting Office (GAO) summary,[object Object]
GAO reports more students with disabilities in higher education,[object Object],Also, in 2008, students with disabilities were similar to their peers without disabilities with regard to age, race, and the schools they attended. ,[object Object],Students reported having a range of disabilities in 2008, and the distribution of disability types had changed since 2000. Government Accounting Office (GAO) summary,[object Object]
Government Accounting Office (GAO) summary,[object Object],Schools also anticipate facing challenges in supporting two growing populations of postsecondary students: veterans with newly acquired disabilities and students with intellectual disabilities.,[object Object],[object Object],[object Object]
Universal Design and  Higher Education,[object Object],COURSES, TECHNOLOGY, AND STUDENT SERVICES ARE TYPICALLY DESIGNED FOR THE “AVERAGE” STUDENT ,[object Object]
BUT…,[object Object],UNIVERSAL DESIGN IN EDUCATION PROMOTES THE CONSIDERATION OF PEOPLE WITH A BROAD RANGE OF CHARACTERISTICS IN THE DESIGN OF ALL EDUCATIONAL PRODUCTS AND ENVIRONMENTS. ,[object Object]
Universal Design in Education,[object Object],GOES BEYOND ACCESSIBLE DESIGN FOR PEOPLE WITH DISABILITIES TO MAKE ALL ASPECTS OF THE EDUCATIONAL EXPERIENCE MORE INCLUSIVE,[object Object]
More inclusive for ALL people,[object Object],[object Object]
PARENTS
STAFF
INSTRUCTORS
ADMINISTRATORS
AND VISITORS WITH A GREAT VARIETY OF CHARACTERISTICS,[object Object]
These characteristics include those related to gender, race/ethnicity, age, stature, disability, and learning style.,[object Object]
An educational strategy whose time has come,[object Object],Universal Design is responsive to 21st Century Educational needs and realities …,[object Object]
Universal Design Responds to,[object Object],CHANGING DEMOGRAPHICS OF BOTH LEARNERS AND TEACHERS,[object Object],A MORE SOPHISTICATED UNDERSTANDING OF THE LEARNING PROCESS THROUGH NEUROSCIENCE,[object Object]
UD Responds to,[object Object],A DEEPER CONCERN FOR ACCESS OF ALL TO A DEMOCRATIC AND “QUALITY” EDUCATIONAL EXPERIENCE,[object Object],REINFORCEMENT OF EDUCATIONAL ACCESS THROUGH LOCAL, STATE AND FEDERAL STATUTES,[object Object]
Universal Design Principles,[object Object]
Universal Design Principles,[object Object],AS APPLIED TO ONLINE INSTRUCTION,[object Object]
Core Concepts,[object Object],Universal Design,[object Object]
1. Plan from the start,[object Object],BY ANTICIPATING AND PLANNING FOR  THE DIVERSE NEEDS OF POTENTIAL USERS DURING THE DESIGN PROCESS, THE RESULTING PRODUCT OR OUTCOME WILL BETTER SUIT THE NEEDS OF ALL USERS,[object Object]
WHEN THIS CONCEPT IS APPLIED TO EDUCATION, ALL USERS – INCLUDING INSTRUCTORS – HAVE A BETTER EXPERIENCE,[object Object],Plan for all users, don’t retrofit,[object Object]
A Brief Reminder,[object Object],Accommodation,[object Object],Universal Design,[object Object]
2. Equitable Use,[object Object],The design of your course is useful and marketable to people with diverse abilities. It is accessible and fair to all. ,[object Object]
 “Equitable Use” is determined by the question of “Who Belongs?”,[object Object]
Equitable Use,[object Object],In terms of online teaching, this translates into using accessible technology ,[object Object],and limiting the number of tools a student is required to have and use.,[object Object]
3.Flexibility in Use,[object Object],Your design accommodates a wide range of individual preferences and abilities. ,[object Object]
For online teaching this means:,[object Object],Being aware of and providing for multiple formats,[object Object],Captioning all audio material,[object Object]
For online teaching this means:,[object Object],Annotating images, including powerpoint presentations,[object Object],Knowing the accessibility features of your course management software,[object Object]
4. Simple and Intuitive,[object Object],The design of your course is easy to understand, regardless of the user's experience, knowledge, language skills, or current concentration level. ,[object Object]
For online teaching this means:,[object Object],You use software that gives clear, intuitive directions for use. ,[object Object]
Simple and Intuitive,[object Object],Online courses should use consistent icons, terminology, and format. ,[object Object],Simpler is always better. ,[object Object]
5. Perceptible Information,[object Object],YOUR DESIGN COMMUNICATES NECESSARY INFORMATION EFFECTIVELY TO THE USER, REGARDLESS OF THE USER'S SENSORY ABILITIES. ,[object Object]
Perceptible Information,[object Object],Captions are provided for videos,[object Object],alternative assignments are available when video or visual information is presented ,[object Object],texts always accompany audio material,[object Object]
Perceptible Information,[object Object],Alt tags are used or there is a text alternative for images.,[object Object]
6. You are available,[object Object],STUDENTS KNOW HOW TO CONTACT YOU IN MULTIPLE WAYS ,[object Object],AND THAT YOU ARE AVAILABLE TO ADDRESS INSTRUCTIONAL QUESTIONS,[object Object]
You Are Available,[object Object],You connect students with each other and with outside resources, such as the Students with Disabilities office and Writing Center. ,[object Object]
Reminder,[object Object],Often, distance students do not know that they are entitled to accommodation and help readily available to on site students.,[object Object]
7. Feedback and Modification,[object Object],YOU CREATE A FEEDBACK LOOP, ,[object Object],AND ,[object Object],YOU MODIFY YOUR DESIGN AND CONTENT-DELIVERY BASED ON STUDENT EXPERIENCE.,[object Object]
Feedback and Modification,[object Object],You assess your course design and whether your students are having a successful learning experience using multiple means ,[object Object]
You incorporate what you learn ,[object Object],This “closes the loop” and results in incremental improvement,[object Object],In ALL areas of your course,[object Object]
Online Curb Cuts - AUCD Presentation

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  • 56.
  • 57.
  • 58.