Universal Design (UD) is a concept originally used in the field of architecture to describe the design of a physical environment accessible to all users, both with and without disabilities (Rao & Tanners, 2011). Universal Design for Learning (UDL) can be applied to instruction as a model to address the challenges of providing accessible learning environments (Rao, Edelen-Smith, & Wailehua, 2015) for a variety of learners (CAST, 2011). In order to design a curriculum to meet the diverse needs of learners and reduce barriers for students with disabilities in online learning environments, UDL is guided by three principles: providing multiple means of representation, multiple means of action and expression, and multiple means of engagement (National Center on Universal Design for Learning, 2014).
When designing your online courses, consider UDL as a foundation for establishing a learning environment that not only supports your students with disabilities, but also fosters an environment where all students can thrive. Your added efforts in online course creation can have a significant impact on the success of your students in your class.
Instructor application of UDL principles to develop online courses creates learning environments that can accommodate a diverse student population (Rao & Tanner, 2011); this is especially important to distance education when all disabilities become invisible. UDL, when applied in online courses, increases the likelihood of meeting compliance with the Americans with Disabilities Act (ADA) of 1990. Additionally, UDL supports the implementation of appropriate strategies and accommodations, and reduces the barriers that students with disabilities could experience in online learning environments.
Clemson has two Canvas sites available for faculty and staff to enroll in to learn more about UDL – try them today!
Canvas also has a built-in accessibility checker! See the Canvas guides for how to use it in your courses.
CAST (2011). Universal Design for Learning Guidelines version 2.0. Wakefield, MA: Author.
National Center on Universal Design for Learning. (2014). UDL Guidelines—Version 2.0. Retrieved from http://www.udlcenter.org/aboutudl/udlguidelines
Rao, K., Edelen-Smith, P., Wailehua, C. (2015). Universal design for online courses: Applying principles to pedagogy. Open Learning: The Journal of Open, Distance, and e-Learning, 30(1).
Rao,K., Tanners, A. (2011). Curb Cuts in Cyberspace: Universal Instructional Design for Online Courses. Journal of Postsecondary Education and Disability, 24 (3).
Join us for part 2 of our 4-part Quick Hits: Group Projects & Canvas Series. A walk-through demonstration will be provided on how to add students to groups within Canvas. Groups are collaborative and can be used to facilitate long-term assignments. Discover the benefits of using Canvas groups by asking questions following our presentation. Facilitated by Clemson Online’s Learning Technology Specialist, Axel Ruiz.
If you’re interested in improving course accessibility, whether teaching online or F2F, this workshop will offer two resources that can help: a short checklist for accessibility standards in Canvas, and COFFEE: Accessibility, an online faculty development course. Participants will learn about elements in the accessibility checklist and get an overview of COFFEE: Accessibility. Facilitated by Digital Learning Strategist Sharyn Emery, PhD, who is also the COFFEE facilitator.
Clemson Online Home – Where Tech and Teaching Meet
Make sure you are providing sufficient and proper resources to every learner in every facet of the course.
Use link text that will offer a description of what your audience is navigating to.
Accessible pedagogy is about finding the ways all of your learners do their best work, including those with disabilities.