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    SMHEC Presentation Athon Handout

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    Universal Design for Learning (UDL) aims to create inclusive learning environments through flexible pedagogy that engages students through multiple modalities rather than an accommodation-based approach. UDL principles include avoiding overly text-heavy materials, using accessible fonts and providing captions/descriptions to ensure all students can access content. The goal is to move beyond a medical model of disability towards inclusion and accessibility for all learners.

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    SMHEC Presentation Athon Handout

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    aathon
    20 views1 page
    Universal Design for Learning (UDL) aims to create inclusive learning environments through flexible pedagogy that engages students through multiple modalities rather than an accommodation-based approach. UDL principles include avoiding overly text-heavy materials, using accessible fonts and providing captions/descriptions to ensure all students can access content. The goal is to move beyond a medical model of disability towards inclusion and accessibility for all learners.

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    Handout for UDL Overview

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    Universal Design for Learning (UDL) aims to create inclusive learning environments through flexible pedagogy that engages students through multiple modalities rather than an accommodation-based approach. UDL principles include avoiding overly text-heavy materials, using accessible fonts and providing captions/descriptions to ensure all students can access content. The goal is to move beyond a medical model of disability towards inclusion and accessibility for all learners.

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    © All Rights Reserved
    Download as PDF, TXT or read online from Scribd
    Flag for inappropriate content
    Download as pdf or txt
    20 views1 page

    SMHEC Presentation Athon Handout

    Uploaded by

    aathon
    Universal Design for Learning (UDL) aims to create inclusive learning environments through flexible pedagogy that engages students through multiple modalities rather than an accommodation-based approach. UDL principles include avoiding overly text-heavy materials, using accessible fonts and providing captions/descriptions to ensure all students can access content. The goal is to move beyond a medical model of disability towards inclusion and accessibility for all learners.

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    of 1

    Universal Design Learning (UDL) to Foster Access

    Dr. Amanda Athon


    Governors State University
    aathon@govst.edu

    Access Over Accommodation


    Resources
    Web Accessibility at Penn • Disability studies moves away from the “medicalization”
    State.
    of disability.
    http://accessibility.psu.edu

    • About 11% of students document a disability; many more


    National Center for are not disclosed (US Dept of Ed).
    Accessible Media
    http://ncam.wgbh.org
    Key Principles of UDL

    The Accessible Syllabus • Flexible, inclusive pedagogy that engages multiple


    Project
    learning modalities.
    https://accessiblesyllabus.t
    ulane.edu/
    • Moves away from the false dichotomy of inclusion vs.
    rigor (Womack).
    Web Content Accessibility
    Guidelines (WCAG) 2.0
    https://www.w3.org/TR/W
    CAG20/
    Designing Accessible Materials

    • Avoid text-heavy documents and provide access to


    Educator Checklist for
    Universal Design Learning online/multimodal versions of texts
    http://www.udlcenter.org/
    sites/udlcenter.org/files/G • Try to frame disability statements in positive language
    uidelines_2.0_Educator_Ch
    ecklist%20(1)_0.pdf

    Multimodal Assignments

    • Fonts should be high-contrast and able to zoom to 200%

    • Provide captions for audio; describe all images to help


    users understand content

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