Inclusive Design and Accessibility sample powerpoint

1. Inclusive Design
and Accessibility
By: Ria Lou M. Villamora

2. At the end of the lesson, you should be able to:
a. understand the concept of inclusive design and
accessibility in learning;
b. create strategies in teaching for effective learning
using assistive technology; and
c. appreciate the importance of UDL for students’
learning.
Learning objectives:

3. -also known as
Universal Design
-a proactive
approach to
electronic
accessibility.
What is Inclusive design?
Universal design for
learning (udl)
- A framework
developed by CAST.
- Guides the design of
learning experiences
to proactively meets
the needs of all
learners.

4. Why use universal design for
learning?
The ultimate goal
of UDL is for all
learners to
become “expert
learners.”
UDL is a powerful
approach because from
the very start of your
lesson, it helps you
anticipate and plan
for all your learners.
You don’t need
specific tools or
technologies to
follow UDL’s
principles
either.
UDL gives you a
framework to follow
so you can reduce
the barriers to
learning.

5. What does udl
look like in the
classroom?
Universal Design for Learning looks different in
every classroom. But there are commonalities.
To start with, there’s always a focus on building
expert learning for all. Other common elements
of a UDL experience include:
1. Provide multiple means of engagement
How can I engage all students in my class?
2. Provide multiple means of representation
How can I present information in ways that reach all
learners?
3. Provide multiple means of action and expression
How can I offer purposeful options for students to
show what they know?

6. Strategies for Accessible Classrooms
Learning Management Systems and Materials
 Make sure your materials are accessible.
 Canvas is central to our classes at IUB.
 Make your syllabus and other course materials available as early as possible.
 Create materials that are screen readable by using text files instead of PDFs.
 Create multiple ways to access the same information (such as assignment
instructions or course content).
 Do your best to keep this information the same without paraphrasing or using
confusing modes of communication (like idioms, double meaning, sarcasm,
nicknames, etcetera).

7. Strategies for Accessible Classrooms
Creating an Inclusive Classroom Climate
 People disagree on whether to use people-first language or identity-first
language.
 Ask yourself how you might include disability studies, rights, culture, and activists
into your curriculum.
 Avoid assumptions.
 Consider having breaks in your classes for those who need a rest from focusing or
from socializing.
 Establish written rules for classroom discussions and classroom norms.
 When students stop attending class or performing successfully on assignments,
reach out to them.

8. Strategies for Accessible Classrooms
Creating an Inclusive Classroom Climate
 Provide opportunities for students to give you anonymous feedback.
 Have difficult conversations face-to-face (either in-person or through Zoom).
 Be clear in what you’re asking students.
 Many instructors ban certain wearable accessories, but things like hats,
sunglasses, and headphones may be helpful for those who have sensory
sensitivities.
 Be present, compassionate, and open to changing your opinions and practices.

9. Assistive technology
is one of the core strategies to help with
learning and thinking differences in the
classroom. Some adaptive tools are low-tech
and some are pretty fancy.

10. Here are some common examples :
Audio Players and
Recorders
Timers
Reading guides
Seat Cushions
FM Listening
Systems

11. Here are some common examples :
Calculators
Writing Reports
Graphic Organizers
Enlarged paper/
workspace

12. THANK
YOU!