Online Curb Cuts: Access, Diversity and Inclusion through

Universal Design

TINA PASSMAN, Ph.D. University of Maine

The content and format of this presentation includes:

1. Overview of 508 compliance and principles of Universal Design in Higher Education

2. Presentation and discussion of the legal, theoretical/pedagogical and practical implications of these ideas in building online learning communities

3. Checklist of 508 compliance factors and UD

4. How this preplanning and these principles address the changing demographics of our HE population

5. Discussion of the importance of socially responsive and responsible teaching practices in the furtherance of the democratic ideal of inclusive civic communities

6. Q & A 7. Short bibliography of resources 

Universal Design

SHOULD IT BE DRIVING ONLINE TEACHING AND LEARNING?

Ramps & Curb Cuts

Does this represent all we need to know about Universal Design and Access?  

Ramps & Curb Cuts

Does it tell us anything about inclusion?  

When does this become taken-for-granted?

When will this be taken for granted?

508 Compliance

In 1998, 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.

Purpose of 508

• 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.

Purpose of 508

• The law applies to all Federal agencies when they develop, procure, maintain, or use electronic and information technology.

508 and Institutions of Higher Education

• 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.

508 and Institutions of Higher Education

• 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.

GAO reports more students with disabilities in higher education

• 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

GAO reports more students with disabilities in higher education

• Also, in 2008, students with disabilities were similar to their peers without disabilities with regard to age, race, and the schools they attended.

• Students reported having a range of disabilities in 2008, and the distribution of disability types had changed since 2000. Government Accounting Office (GAO) summary

Government Accounting Office (GAO) summarySchools also anticipate facing challenges in supporting two growing populations of postsecondary students: veterans with newly acquired disabilities and students with intellectual disabilities.• Friday, October 30,

2009, http://media-dis-n-dat.blogspot.com/2009/10/gao-reports-more-students-with.html

Universal Design and 508

The principles of Universal design, when applied to teaching and learning, address 508 compliance and provide

good, inclusive and accessible to teaching and learning environments for

all stakeholders

Universal Design and Higher Education

COURSES, TECHNOLOGY, AND STUDENT SERVICES

ARE TYPICALLY DESIGNED FOR THE “AVERAGE”

STUDENT

BUT…

UNIVERSAL DESIGN IN EDUCATION PROMOTES THE CONSIDERATION OF PEOPLE WITH A BROAD RANGE OF CHARACTERISTICS IN THE DESIGN OF ALL EDUCATIONAL PRODUCTS AND ENVIRONMENTS.

Universal Design in Education

GOES BEYOND ACCESSIBLE DESIGN FOR PEOPLE WITH DISABILITIES TO MAKE ALL

ASPECTS OF THE EDUCATIONAL EXPERIENCE MORE INCLUSIVE

More inclusive for ALL people S

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These characteristics include those related to gender, race/ethnicity, age, stature, disability, and learning style.

An educational strategy whose time has come

Universal Design is responsive to 21st Century Educational needs and

realities …

Universal Design Responds to

• CHANGING DEMOGRAPHICS OF BOTH LEARNERS AND TEACHERS

• A MORE SOPHISTICATED UNDERSTANDING OF THE LEARNING PROCESS THROUGH NEUROSCIENCE

UD Responds to

• A DEEPER CONCERN FOR ACCESS OF ALL TO A DEMOCRATIC AND “QUALITY” EDUCATIONAL EXPERIENCE

• REINFORCEMENT OF EDUCATIONAL ACCESS THROUGH LOCAL, STATE AND FEDERAL STATUTES

Universal Design Principles

Universal Design Principles

AS APPLIED TO ONLINE INSTRUCTION

Core Concepts

Universal Design

1. Plan from the start

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

• WHEN THIS CONCEPT IS APPLIED TO EDUCATION, ALL USERS – INCLUDING INSTRUCTORS – HAVE A BETTER EXPERIENCE

Plan for all users, don’t

retrofit

A Brief Reminder

Accommodation Universal Design

2. Equitable Use

The design of your course is useful and marketable to

people with diverse abilities. It is accessible and fair to all.

“Equitable Use” is determined by the question of “Who

Belongs?”

Equitable Use

• In terms of online teaching, this translates into using accessible technology

• and limiting the number of tools a student is required to have and use.

3. Flexibility in Use

Your design accommodates a wide range of individual

preferences and abilities.

For online teaching this means:

• Being aware of and providing for multiple formats

• Captioning all audio material

For online teaching this means:

• Annotating images, including powerpoint presentations

• Knowing the accessibility features of your course management software

4. Simple and Intuitive

The design of your course is easy to understand, regardless of the user's

experience, knowledge, language skills, or current concentration level.

For online teaching this means:

• You use software that gives clear, intuitive directions for use.

Simple and Intuitive

• Online courses should use consistent icons, terminology, and format.

• Simpler is always better.

5. Perceptible Information

YOUR DESIGN COMMUNICATES NECESSARY INFORMATION EFFECTIVELY TO THE USER, REGARDLESS

OF THE USER'S SENSORY ABILITIES.

Perceptible Information

• Captions are provided for videos

• alternative assignments are available when video or visual information is presented

• texts always accompany audio material

Perceptible Information

• Alt tags are used or there is a text alternative for images.

6. You are available

STUDENTS KNOW HOW TO CONTACT YOU IN MULTIPLE WAYS

AND THAT YOU ARE AVAILABLE TO ADDRESS INSTRUCTIONAL

QUESTIONS

You Are Available

• You connect students with each other and with outside resources, such as the Students with Disabilities office and Writing Center.

Reminder

• Often, distance students do not know that they are entitled to accommodation and help readily available to on site students.

7. Feedback and Modification

YOU CREATE A FEEDBACK LOOP, AND

YOU MODIFY YOUR DESIGN AND CONTENT-DELIVERY BASED ON

STUDENT EXPERIENCE.

Feedback and Modification

You assess your course design and whether your students are having a successful learning experience using multiple means

You incorporate what you learn This “closes the loop” and

results in incremental improvement

In ALL areas of your course

These principles can be used in all online educational environments

• Online training• Online workshops• Online conferencing• Online meetings• Any online delivery of information

Who are the stakeholders?

WHO BENEFITS FROM USING UNIVERSAL DESIGN IN HIGHER EDUCATION?

When we talk about creating a true learning community

DO WE REALLY MEAN IT WHEN WE SAY THAT EVERYONE BELONGS?

This is the current challenge for Higher Education

As we move into the 21st century