LibAnswers

While traditional pedagogy focuses on the “average” user, universal design (UD) creates products, educational experiences, and spaces accessible to and inclusive of the needs of diverse individuals[1], providing multiple means of engagement, representation, action, and expression[2]. While UD is often thought of as beneficial for those needing accommodations, in reality UD techniques benefit all learners.

UD principles can be readily adapted to remote teaching. Some suggestions include:

• Providing content using multiple modes: for example, provide a recorded presentation with closed captioning, as well as a transcript of the presentation and the slides for students to review on their own time. These allow students to listen, view, and read the content so that they can process it in a variety of ways.
• Offer multiple ways for students to meet class learning objectives. Instead of requiring a research paper to demonstrate final learning, allow students to complete a paper, a podcast, or presentation.
• Allow students to participate in class in multiple ways. Instead of only accepting responses given during a synchronous class session, also accept peer review of assignments, or discussion board posts as class participation so students can contribute in ways that are comfortable for them.
• Incorporate basic accessibility tools into posted PowerPoint presentations and documents. This includes:
  • using headings appropriately
  • using easy-to-read fonts
  • using high-contrast colors (e.g., black text on a white background is better than yellow text on a white background).
  • Include alt-text descriptions for all images
  • Microsoft products have a “Check Accessibility” feature that can tell you whether a document

[1] Burgstahler, S. (Ed.). (2015). Universal design in higher education: From principles to practice. Cambridge, MA: Harvard Education Press.
[2] CAST (2018). Universal Design for Learning Guidelines version 2.2. Retrieved from http://udlguidelines.cast.org