All Means All

Information is great as long as everyone can access it. Making sure that all students, regardless of their physical or developmental limitations, can use the course materials for learning is known as providing accessible online content (American College of Education, 2021).

HOW DO I PROVIDE ACCESSIBLE CONTENT?

One resource I recommend for ensuring that content is accessible is the set of Universal Design for Learning (UDL) guidelines (CAST, 2018). These guidelines consist of three principles: multiple means of engagement, multiple means of representation, and multiple means of action and expression (Kennette & Wilson, 2019). It helps the designer consider the why, the what, and the how of learning. UDL emphasizes accessibility, collaboration, and community.

WHY SHOULD I PROVIDE ACCESSIBLE CONTENT?

1. All students, regardless of physical or developmental limitations, can use and interact with the course materials for learning

2. Legal compliance. The Americans With Disabilities Act prohibits discrimination against anybody with a disability, and it applies to all facets of public life, including work, transportation, and educational institutions, as well as any public or private space that is accessible to the general public (ADA National Network, n.d.).

3. Accessibility expands the audience-base. This larger audience may result in higher user engagement and greater student satisfaction.

By providing accessible content, you are making sure to reach ALL of your students.

References

ADA National Network. (n.d.). What is the American with Disabilities Act? ADA National Network. https://adata.org/learn-about-ada

American College of Education. (2021). Technology use in educational environments: Module 3 [Video Part 1]. Canvas. https://ace.instructure.com/courses/1946846/external_tools/118428

Center for Applied Special Technology. (2018). Universal Design for Learning Guidelines. CAST. http://udlguidelines.cast.org

Kennette, L. N. & Wilson, N. A. (2019). Universal design for learning (UDL): What is it and how do I implement it? Transformative Dialogues: Teaching & Learning Journal, 12(1), 1-6.