Universal Design, Inclusivity, and Accessibility Kisha G. Tracy (English Studies, General Education Program)

"Universal Design for Learning (UDL) is a framework to improve and optimize teaching and learning for all people based on scientific insights into how humans learn." - Center for Applied Special Technology (CAST)

Intersections with other pedagogies:

Trauma-Informed Pedagogy
Anti-Racist Pedagogy
Authentic Assignment Pedagogy
High Impact Pedagogy
Real Talk pedagogy

Title image description: old door opening into a room with stone pillars and stained glass windows (Westminster Abbey, England)

1968: Architectural Barriers Act

1988: Designer Ronald Mace - focused on physical environments

1990: American with Disabilities Act

2004: Universal Instructional Design (Pliner and Johnson)

2005: Universal Design (UD) principles were defined in the Disability Act

2006: Universal Design for Learning (Rose, Harbour, Johnston, Daley, and Arbarbanell)

Image description: several clip-art style representations of people with different disabilities

Principles We Will Explore

UDL enhances the experience of all students.
UDL provides adaptability in modes of use as well as consideration for individual circumstances and needs.

Principle 1: UDL enhances the experience of all students.

Image description: four blue signs with (from top left clockwise) a wheelchair, a human profile with a brain, a human walking with a cane, and hands demonstrating sign language

Cartoon with an individual shoveling steps of snow next to a ramp covered in snow. Conversation: person in wheelchair - "Could you please shovel the ramp?" "All these other kids are waiting to use the stairs. When I get through shoveling them off, then I will clear the ramp for you." "But if you shovel the ramp, we can all get in!" Caption: "Clearing a path for people with special needs clears the path for everyone!"

Personal Example

Image description: close-up of a purple cane

First image (three people of different heights standing on three boxes of same height trying to look over fence): "Equality - The assumption is that everyone benefits from the same supports. This is equal treatment." Second image (same three people on three different sizes of boxes all looking over the fence): "Equity - Everyone gets the supports they need (this is the concept of 'affirmative action'), thus producing equity." Third image (same three people standing on the ground looking through a see-through fence): "Justice - All 3 can see the game without supports or accommodates because the cause(s) of the inequity was addressed. The systemic barrier has been removed."

Our Strategic Plan

Strategic Plan here, p. 5

Strategic Plan here, p. 7

What We DON'T Know about Our Students

Image description: Awkward Yeti cartoon with four panels: first - heart carrying a large boulder with "Past Trauma" on it; second - same heart with more boulders reading "Bad News," "Pandemic," "Stress"; third - heart moving towards a step with a sign "Minor Inconvenience"; fourth - heart crying while brain says "I think you're overreacting."

Maslow's Hierarchy of Needs During COVID

Maslow's Hierarchy of Needs pyramid: Self-actualization level has an arrow "We are not here" and Safety Needs/Physiological Needs levels have arrow "We are here"

"Individual trauma results from an event, series of events, or set of circumstances that is experienced by an individual as physically or emotionally harmful or life threatening and that has lasting adverse effects on the individual's functioning and mental, physical, social, emotional, or spiritual well-being." - Substance Abuse and Mental Health Services Administration

Image description: clear glass bust

Principle 1 in Practice

Writing the Syllabus

Example

Image description: red background, words reading "Keep Calm and Read the Syllabus"

Signalling

Example

Sections in syllabi that speak to:

parents
veterans
LGBTQ+ people
students with disabilities (physical and mental)
students with food insecurity
students with financial need
commuters
etc.

Image description: a person smiling with conversation bubbles that say "Hi! My pronouns are-"

Student Email, Spring 2022: "I just wanted to email you to show my gratitude for your transparency about your mental health and giving information for the tools we have at our disposal on campus. After our first day of class, you made me aware of the free counseling services on campus and I immediately utilized it. I had a mission of finding a counselor whilst moving out here, and it was presented to me in the first class I attended. I really appreciate that. You are making differences in peoples lives and I am certain you will continue to."

Providing Choice

Using Padlet: "OPTION: IF YOU WOULD LIKE TO RECORD A VIDEO OR AUDIO response instead of writing for these Activities assignments (with the exception of image Activities), click the ellipsis (...) in the icons, which will give you a list of options. You can, for instance, film a video, record your voice, or capture your screen. Reminder that your audio or video should meet the requirements of the assignment."

Image description: a green street sign pointing two directions reading "You" and "Decide"

Professionalism vs. Participation

Professionalism Rubric with criteria for "Time Management," "Participation," "Accountability," "Responsibility," and "Conduct"

Thinking through Inequities and Accessibility

"While you are HIGHLY encouraged to have video on during class if it is at all possible, you are NOT required to do so. Your privacy is important, and it is your decision whether or not you use video. However, please consider it the default to use your video. Studying COVID online classes, Frank R. Castelli and Mark A. Sarvary found that, among other positives of video use, '[s]tudents having their cameras on[...] helps to build instructor‐student and student–student relationships.' Dr. T would appreciate your help in making the class as welcoming and as lively as possible."

Image Description: Zoom boxes with words describing different types of people such as "Not There," "Here By Mistake," "On Facebook," etc.

Principle 2: UDL provides adaptability in modes of use as well as consideration for individual circumstances and needs.

Image description: a series of block images with icons representing different types of accommodations

Official Accommodations from Disability Services Office

Excerpt of a form letter from the Disability Services Office

Concern: Additional Responsibilities

The more we practice Principle 1, the less we will need to practice Principle 2.

Image description: close-up of part of a clock with the phrase "No Time?"

Principle 2 in Practice

Giving the Benefit of the Doubt

Image description: blue background with white lettering reading "benefit of the doubt"

Preparing Alternatives

Image description: close-up of a jeans back pocket

You will not think of everything 100% of the time.

Image description: stick figure holding a flower with the caption "So be kind to yourself"

Resources

Center for Applied Special Technology (CAST)

Accessibility and Diversity in Education: Breakthroughs in Research and Practice (Information Resources Management Association, 2020)

UDL: Principles and Practice (National Center on Universal Design for Learning)

Appreciate