Universal Design for Learning Strategies

Allow students to access written material in the same format without delay for converting.

Ensure documents and PDFs are accessible. Scanned documents cannot be read by a screen reader or assistive technology and will require Optical Character Recognition (OCR) to convert it to an accessible format.

Inclusive Design strategies

Accessibility of APA Style

SensusAccess is available to the entire campus and will convert PDFs and other formats to be more accessible.

Use textbooks with an online or electronic option

Ensure all videos, including those created by you and outside sources, are captioned before being made available to all students.

Review the Course Accessibility Checklist

Course design, instruction and delivery of content is ever changing. You may utilize technology, supplemental resources and other strategies to foster learning and engagement in your classroom. For most students, having access to quality notes as a study aid is an integral part of their learning. SASS encourages you to consider instructional design techniques that minimize the need for an individual *note-taking* accommodation by providing notes and resources to all students.

Consider providing instructional and supplemental materials for all students to minimize the need for individual accommodations and so that all students benefit from your good course design:

Post PowerPoint Slides or lecture notes and outlines on a course website

Capture your lecture and share the recording

Assign small student groups each week to create notes and share these with the class

Allow and encourage students to use recorders, laptops and other smart technology apps to capture important lecture content.

When access to lecture content is still a barrier for a disabled student, SASS encourages the student to meet with a SASS advisor to discuss options. 

You will be notified if SASS determines that an accommodation is necessary.

You may be asked to find a volunteer note-taker from your class to share notes with this student individually. This is a paid position and notes are shared via our Accommodate system.

Allows students to demonstrate mastery of course material without the need for accommodations such as extended time

-Short, low-stakes, frequent assessments online

-Assessments or projects where time is not an essential element

-Written assignments such as essays, reviews, or abstracts

-Presentations

-Case studies

The following Tips for Instructors is a starting place for thinking about the way in which audio content is delivered and shared in your classroom.  As always, the student is your best source of information so feel free to ask the student privately what works for them.

Communication Techniques

-Repeat or rephrase questions/comments from the class before responding.

-Face the class and speak naturally at a moderate pace.

-Avoid the temptation to pick up the pace when time is short.

-Do not speak while writing on the board.

-Lecture from the front of the room and try not to move around.

-Point out who is speaking in group discussions (large group).

-Do not stand or sit in front of a window where shadows will impede speechreading

Instructional Strategies and Classroom Services

-Captioned videos, overheads, diagrams, and other visual aids are useful instructional tools for students with hearing impairments.

-Using visual aids and materials during your instruction is beneficial for those with a hearing loss, as well as students who are second language speakers.

-If possible, provide transcripts of audio information.  SASS can arrange CART services directly with the student.. 

-Allow several moments extra for oral responses in class discussions. 

-Provide hand-outs (preferably electronically) in advance of lectures and seminars. 

-Ensure key notices e.g. regarding cancellations or re-scheduled classes, are also announced in ways that are accessible to deaf or hearing impaired students. 

-In lecture/discussion classes, consider seating arrangement options. Circular or horseshoe  seating arrangements offer students the best line of sight for seeing all class participants. 

-Work with the student on strategies to help them participate fully and find out if there are any specific adjustments which would be helpful for accessing course content.

Modifying the acoustic/physical environment

Classrooms can be noisy environments that create listening difficulties for all students, especially those with hearing loss. Look for minor changes or additions to a classroom that can reduce ambient noise and improve acoustics (e.g. acoustic ceiling tiles, carpeting, curtains for windows, double-glazed windows, elimination of background music, rubber tips on chair, table and desk legs, and avoidance of open-plan classrooms). 

Open windows are going to be preferred this fall.  Be aware of outside noise interference that may need to be eliminated or mitigated.