This document provides an overview of a workshop on Universal Design for Instruction (UDI). The objectives of the workshop are to recognize principles of UDI, discuss ADA laws and standards, identify learner needs, outline learning strategies, summarize how to implement UDI, devise a teaching blueprint, and assess UDI achievements. The workshop will cover topics like UDI principles, ADA laws and standards, recognizing learner needs, creating accessible documents and media, and designing instruction with UDI.

1. Universal Design for Instruction (UDI)
A learner centered approach
A faculty blueprint for student success
Workshop 1: Print documents
Marie S. Lewandowski| Center for Online Learning (COL)

2. Session 1 Objectives:
Rationale for Universal Design
• Recognize the principles of Universal Advanced Design
• Discuss ADA Laws and standards
• Identify your learners
• Outline learning strategies for success
• Summarize how to implement Universal Design for Learning
• Devise a teaching blueprint
• Assess Universal Design achievements

3. 1. Value Rubrics
1. Value Rubrics
2. Quality Matters
2. Quality Matters
3. Universal Design/GOALs Project
3. Universal Design/GOALs Project
4. Assessment & Implementation
4. Assessment & Implementation

4. “The basic idea is that if we design
Universal Design for learning learning environments with a full and
natural range of students in mind,
we reduce the need for
accommodation.”
Set of principles for curriculum development that give all individuals equal ∼ Ron Mace, NC State University
opportunities to learn. UDL provides a blueprint for creating instructional goals,
methods, materials, and assessments that work for everyone--not a single, one-
size-fits-all solution but rather flexible approaches that can be customized and
adjusted for individual needs.
Inclusive approach – flexible
Proactive design that benefits a broad range of learners
Involves planning & delivery of instruction
Evaluates learning by incorporating inclusive attributes
That meet academic standards and meets the needs of a diversity of learners & styles.
http://www.cast.org/udl/

5. ADA Laws & Standards
 United States, applicable laws include
 ADA, IDEA, 21st Century Video and Communication
Act, and the Rehabilitation Act of 1973 (Sections 504
and Section 508). Many international laws also
address accessibility.
 The Web Content Accessibility Guidelines provide
an international set of guidelines. They are
developed by the Worldwide Web Consortium
(W3C), the governing body of the web. These
guidelines are the basis of most web accessibility
law in the world.
 21st Century Communications and Video
Accessibility Act, Obama 2010 – section 255

6. 3 Principles of UDL:
Flexible/Multiple Means
I. Representation
I. Perception
II. Language, expressions & symbols
III. Comprehension
II. Action and Expression
I. Physical action
II. Expression & Communication
III. Executive functions
III. Engagement
I. Recruiting interest
II. Sustaining effort & persistence
III. Self-regulation

7. Recognition of our Learners: early in design process
The major disability categories are:
 Visual: 3 accommodations needed
 Blindness, low vision, color-blindness
 http://webaim.org/articles/visual/blind
 Hearing:
 Deafness, cochlear implant, hearing aids
 http://webaim.org/articles/auditory/auditorydisabilities
 Motor:
 Inability to use a mouse, slow response time, limited fine motor control
 http://webaim.org/articles/motor/
 Cognitive:
 Learning disabilities, distractibility, dyslexia, inability to remember or
focus on large amounts of information
 http://webaim.org/articles/cognitive/
 More details: http://webaim.org/intro

8. Need Student UDI
Origins for UDI Goals
UDI Needs
Building
design Increasingly To Promote
that diverse maintain student
caters to student student learning &
the demographic retention inquiry
broadest
possible
range of
users

9. 9 Principles of Universal Design for Instruction
Equitable use Instruction is designed to be useful to and accessible by
people with diverse abilities.
Flexibility use Provide choice in methods of use for all users
Simple & intuitive Eliminate unnecessary complexity. Instruction is designed in
a straightforward and predictable manner, regardless of the
student's experience, knowledge, language skills, or current
concentration level.
Perceptible Instruction is designed so that necessary information is
information communicated effectively to the student, regardless of
ambient conditions or the student's sensory abilities.
Tolerance for Instruction anticipates variation in individual student learning
error pace and prerequisite skills.
Low physical Instruction is designed to minimize nonessential physical
effort effort in order to allow maximum attention to learning.
Size and space Instruction is designed with consideration for
for approach appropriate size and space for approach, reach,
and use manipulations, and use regardless of a student's body
size, posture, mobility, and communication needs.
A community of The instructional environment promotes interaction and
learners communication among students and between students
and faculty.
Instructional Instruction is designed to be welcoming and inclusive.
climate High expectations are espoused for all students.

10. Principles of Accessible Design
Most accessibility principles can be implemented easily and will not impact the overall "look and feel" of your web
site.
 Provide appropriate alternative text
 Images need text descriptions screen readers
 Provide headings for data tables
 Tables that are used to organize tabular data should have appropriate
table headers (the <th> element)
 Ensure users can complete and submit all forms
 Ensure that every form element (text field, checkbox, dropdown list, etc.)
has a label and make sure that label is associated to the correct form
element using the <label> tag. Also make sure the user can
submit the form and recover from any errors, such as the failure to fill in all
required fields.
 Ensure links make sense out of context
 Every link should make sense if the link text is read by itself. Screen reader
users may choose to read only the links on a web page. Certain phrases like
"click here" and "more" must be avoided.
 Caption and/or provide transcripts for media
 Videos and live audio must have captions and a transcript. With archived
audio, a transcription may be sufficient.

11. Design Process
Course
Content
Activities
Universal
Design
Online Course
Assessment
QM Review

12. Changes:
Online Learning
Landscape
Federal mandates accessibility
Diverse student demographics
Global technology trends
Global job market competition
Student learning accountability
Increasing tuition costs
Diminishing budgets

13. Session 2: Accessible Documents
1. Three Terms used interchangeably  Adobe Reader is a free utility that allows
2. Adobe: a company; creators of Acrobat. you to read and save, but not edit, PDF
3. Acrobat: tool for creating, editing and viewing PDF files.
files.  http://webaim.org/resources/reader/
4. PDF (Portable Document Format created by  http://webaim.org/techniques/acrobat/converting
Adobe) is a standardize format or type of document.
5. The terms Adobe, Acrobat, and PDF are related in
the same way as Microsoft, Word, and doc.
1. Acrobat 5 – began tag accessibility
2. Version 6 and 7 more recent accessibility
improvements
6. MS Word Windows: Office 2003, 2007, 2010
7. MS Word Mac:
Mac OS X 10.1-
Office v. X January 9, 2007[27]
10.5
Mac OS X 10.2-
Office 2004 January 10, 2012[28]
10.5
Mac OS X 10.4-
Office 2008 April 9, 2013[29]
10.6
Mac OS X 10.5-
Office 2011 January 12, 2016[30
10.8

14. How create accessible headings (word)
 Follow a few simple steps  Windows users
 Paragraph headings provide  Word 2007 and 2010
 Using the home tab in the top ribbon, select the
 Select Headings based on Hierarchy appropriate heading
 Selected in MS Word Styles section
 Using Sans Serif based fonts that is easily readable.
 Avoid using red, green, and yellow because of
colorblindness.
 Heading 1:
 Overall page content
 Heading 2:
 Follow Heading 1: subheadings
 Heading 3:
 Follow 3, 4, etc w/subheadings
 Word styles will correspond to H1,H2 tags in HTML
 Easy & thorough step by step tutorial
 http://webaccess.msu.edu/tutorials/accessible-word-documents.html

15. Converting pdfs/tagged headers (Mac)
 PDF from a Word File on the Mac is sort of a trick question
because the tool set is different than that on Windows
 DO have to purchase the full version of Acrobat Acrobat: Adding Table Headers
 Open the .pdf file you generated in Acrobat Professional 9.
 To see if a document is "tagged", open File >> Properties. With Table Editor (video)
 In the pop-up, there will be a Tagged PDF field at the bottom. If
it's set to "No," you have to add tags. http://tv.adobe.com/watch/acce
 Click OK to close Document Properties window.
 Now go to Advanced >> Accessibility >> Add Tags to ssibility-adobe/acrobat-adding-
Document.
 A processing slide bar will be displayed.
table-headers-with-table-editor/
 To actually see the effects of tagging, so to Advanced >>
Accessibility >> Touch Up Reading Order.
How to edit text pdf (video)
 You should see a pop-up window along with series of gray boxes
with numbers in the upper right. The numbers indicate that the
http://tv.adobe.com/watch/acrobat-x-
order the block will be read in.
 To add an ALT tag to an image, make sure the Touch Up
Reading Order window is active. Then select an image and
right-click (or control-click) and select the option to add an
ALT tag.
 Note: Beware of multiple images together. Apparently the
PDF conversion merged them into one big image (Sigh).

16. HTML Heading Tags
Similar to MS Docs <h1> Open tags
HTML has hierarchal </h1> bracket defines
heading tags <h1> - <h6> closed tags.
Heading tags use to define
title of web page, subjects,  http://www.w3schools.com/tags/tag_hn.asp
topics, sub heading, etc...
Structure
<h1> Subject or Title </h1>

17. Alternative Tags
When include image using Structure
alt increase web <img src=“img1.jpg
accessibility. alt=“Green PSU Logo on
white background” />
Alt can provide a
description of an image.
Alt is a attribute extension
of an html tag.

18. Images: Basic protocol alt text
 Alternative text, as used in this article, refers to
the text equivalent for an image, regardless of
where that text resides. It does not refer solely to
the alt attribute of the image tag. Alt attribute will
be used when referring to the attribute itself,
which often will, but does not exclusively,
contain the alternative text.
 Every image must have an alt attribute. This is a
requirement of HTML standards.
 Images without an alt attribute are inaccessible Be accurate and equivalent
 Acrobat: Adding Text Alternatives to Images The first President of the United States,
(video) George Washington is often called the
"Father of his Country"
 http://tv.adobe.com/watch/accessibility-adobe/acrobat-adding-text-alternatives-to-images/

19. Video Captioning: 1 in 5 hearing impairment
 Captions are text versions of the
spoken word.
 Benefits hard of hearing learners,
reinforces content of video and
second language
 Common web accessibility
guidelines indicate that captions
should be:
 Synchronized - the text content should
appear at approximately the same time Closed captioning, a
that audio would be available technique of displaying the
 Equivalent - content provided in captioned text only when it
captions should be equivalent to that of is desired.
the spoken word Open Captioning: Open
captions include the same
 Accessible - caption content should be
text as closed captions, but
readily accessible the captions are a
 http://webaim.org/techniques/captions/ permanent part of the
picture, and cannot typically
be turned off

20. Video Closed Captioning
Closed captioning provide Popular web video suchs
synchronize text to video as Youtube provide closed
with sound. captioning capability.
Closed captioning can be Web development with
toggle on or off. the use of web technology
Closed Captioning in can provide closed
video is under The 21st captioning capability to
Century Communication web videos.
Act.

21. Transcript for Closed Captioning and Audio
When working closed Audio such as vocal
captioning written lecture or music with
transcript would be lyrics requires transcript.
needed.
Transcript can be read
Transcript is synchronized through a web browser or
to the video through time a printed transcript is
codes. provided.

22. PSU Video options
 Films on Demand: library
 Echo 360
 Additional programs for purchase
 Adobe Captivate 6:
 Import Microsoft® PowerPoint slides and enrich with multimedia,
interactive elements and quizzes. Deliver content to virtually any device,
including iPads.
 Catamsia 8 – Techsmith
 Record your screen to capture PowerPoint slides, software demos, webpages