This post discusses the importance of accessibility and introduces the concept of Universal Design for Learning as a framework to help you incorporate accessible, inclusive teaching practices.
The Importance of Accessible Learning
In accordance with the Accessibility for Ontarians with Disabilities Act (AODA) and the Ontario Human Rights Code, Conestoga College recognizes its responsibility and legal obligation to provide education, information, and services in an accessible manner.
Meeting the diverse needs of all learners includes these best practices:
Providing all student-specific accommodations required in the documentation sent confidentially by Accessible Learning for students registered with that service;
Providing accessible, electronic copies of all course materials on eConestoga (including PowerPoint presentations and handouts) as early as possible, but no later than three working days in advance of each class;
Ensuring that all videos include high-quality closed captioning;
Allowing the use of a variety of electronic devices for notetaking;
Permitting students to leave the classroom at their own discretion;
Respecting a student’s legal right to privacy and confidentiality about their health and wellness;
Ensuring all assessment materials and practices are accessible and aligned with caring practices (e.g., a 3 -hour exam is provided in two parts with a 10 minute break in the middle for students and washroom breaks allowed)
What makes a document accessible?
Following are some of the basic elements of an accessible document.
In Word documents, use Styles to designate titles, headings and subheadings within the text.
Position all photos and images in-line with the text and add a meaningful “alt text” for each.
Avoid using screenshots of text. If unavoidable, use the alt text to explain all written text in the image.
Arrange charts to read horizontally left to right and assign a header row.
Use default layouts when creating PowerPoint slides. Avoid using Blank slide format, textboxes and SmartArt where possible.
Present hyperlinks with text which would be readable and intelligible if read completely on its own. For example, we could add a link to the Hub Post Building Accessible PowerPoint Slides to the previous point.
At the end of creating the document, use the Accessibility checker built into Word or PowerPoint, and resolve any errors.
If all the above are in place, the text will be readable by a document reader.
Are you new to making sure documents are accessible?
A good tip is to keep any documents you create simple, and then take advantage of the following supports to grow your skill.
You will find information and instructions in the following Hub posts:
Organizational Development offers the workshop Making Accessible Materials with Ease (PDEV0208). You can find and register for the workshop through the Professional Development calendar.
Putting Yourself in Your Learners’ Shoes
What Helps You Learn?
Think of yourself as a learner. Which of these methods help you learn? Which are not so important for you? • reading related texts • asking questions • listening • looking at charts, visuals • doing practice activities • taking tests/quizzes • examples that are relevant to my life/my experience • discussion • writing • time to process • options in how you show what you know • clear instructions • knowing why the learning matters
A key word in ensuring an effective learning opportunity for all is options. Universal Design for Learning is an approach to ensure that students have options for ways to achieve the same learning outcome.
UDL at a Glance
UDL at a Glance
Universal Design for Learning (UDL): Key Ideas
Current neuroscience is clearly demonstrating that learners are each unique and yet influenced deeply by their contexts. There are no fixed learning styles – variability in learning is the norm.
“In universal design for learning, we build upon the model of the learning brain wherein we consider the natural variability across affective, recognition, and strategic networks and design flexibility into curriculum to meet this variability.” (Meyer, Rose, & Gordon, 2014, p. 49)
“A core tenet of UDL is the understanding that what is “essential for some” is almost always “good for all.” (Meyer, Rose, & Gordon, 2014, p. 51)
“Applying UD concepts in course planning ensures full access to the content for most students and minimizes the need for special accommodations” (Burgstahler, 2015).
The Three Core Principles
Three core principles of UDL aim to activate three neural networks that are key to learning: the affective networks, recognition networks, and strategic networks. The affective networks impact the “why” of learning, the recognition networks impact the “what” of learning, and the strategic networks impact the “how” of learning.
UDL is not prescriptive, and the best advice is to start small. Here are examples of ways you can incorporate the three core principles of UDL into your teaching.
Provide Multiple Means of Engagement
Why should students engage with your courses beyond earning the grade? Consider ways to ensure that students have multiple means to be motivated to learn. These might include,
• Use personalized, relatable examples • Implement variety in your choice of photos, links, etc. • Encourage active participation and reflection • Minimize threats and distractions • Create a supportive & accepting environment • Give clear instructions throughout • Incorporate opportunities for connections with each other and with the content
Provide Multiple Means of Representation
There are a variety of ways to present content to students that play to their strengths as learners. What are ways that you can ensure that students have multiple means of learning content?
• Offer ways of customizing the displays of information (e.g., offer options using visuals, audio, multi-media formats, provide transcripts for videos, ensure all documents used in a course are accessible and available electronically) • Clarify vocabulary and symbols (e.g., hyperlink terms to definitions, define terms orally and in written format or present math equations with a diagram and table). • Activate or supply background knowledge (e.g. using relevant analogies, video, audio) • Highlight patterns, critical features, big ideas, and relationships
Provide Multiple Means of Action/Expression
We all have strengths and challenges when we express our learning. Consider ways to ensure that your students have multiple means of action and expression for learning and for demonstrating their learning. For example
• Vary the methods for response available to students (e.g. oral, written, graphic, various technologies) • Use multiple media for communication (e.g. text, speech, illustration, comics, film) • Use multiple tools for construction and composition (e.g., text-to-speech software; provide sentence starters) • Guide appropriate goal-setting (e.g., provide prompts and scaffolds) • Enhance capacity for monitoring progress (e.g., use scoring rubrics, self-checks, peer feedback)
Burgstahler, S., (2015). Universal Design of Instruction (UDI): Definition, Principles, Guidelines and Examples. Seattle, WA: DO.IT., University of Washington, Retrieved May 14, 2019 from here.
Centre for Applied Special Technology (CAST) www.cast.org
CAST (2018). Universal design for learning guidelines version 2.2 [graphic organizer]. Wakefield, MA: Author.
Meyer, A., Rose, D., & Gordon, D. (2014). Universal design for learning: Theory and practice. Wakefield MA: CAST. Retrieved May 9, 2019 from here.
Ontario Human Rights Commission. (2017) With learning in mind, Inquiry report on systemic barriers to academic accommodation for post-secondary students with mental health disabilities. Toronto, ON: www.ohrc.on.ca Special Education Guide. (2013-2019)
Whitson, L. (2015). Closing the Gap: Moving Mountains Without Lowering Expectations. Washington, D.C.: Degree Prospects, LLC. Retrieved May 15, 2019 from here
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Laura Stoutenburg
A college professor and accredited TESL trainer for more than 20 years, Laura Stoutenburg, holding an M.A., has taught and developed curricula for a variety of topics, with her work including language assessment in China and Canada. Before joining Teaching and Learning as a consultant, Laura coordinated Conestoga’s TESL Certificate and English Language Studies programs. She specializes in matters related to Intercultural Teaching and language acquisition, and is available at the Kitchener Downtown Campus.
