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2018

Universal Design

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Full-Text Articles in Education

Universal Design For Learning: Is Training Making A Difference In Teacher Pedagogy, Michelle D. Sizemore Jul 2018

Universal Design For Learning: Is Training Making A Difference In Teacher Pedagogy, Michelle D. Sizemore

Theses and Dissertations

David H. Rose and his colleagues at the Center for Applied Specialized Technology (CAST), a non-profit organization specializing in educational research and development, worked for over one quarter of a century to improve learning opportunities for all individuals (Rose, 2012). In the late 1990s this work led to a set of principles known as Universal Design for Learning (UDL), a research-based instructional framework grounded in neuroscience and educational research that allowed teachers to proactively identify barriers that might exist between students and learning and account for those barriers during lesson development and implementation (CAST, 2015). One school district in southwest …

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Making Pdfs Accessible, Tammy Stitz Jun 2018

Making Pdfs Accessible, Tammy Stitz

Tammy Stitz

One of the largest problems for students who use screen readers is reading PDFs. Even the intellectual content of their courses is easier to understand than trying to figure how to read the PDF. Sometimes PDFs cannot be read and other PDFs are read as blocks of text without an easy way to jump to different sections, which is problematic for long documents in particular. This presentation will discuss the features of an accessible PDFs based on the Web Content Accessibility Guidelines (WCAG) 2.0. It will show how to correct some issues using Adobe Acrobat DC when using a few …

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Evaluating The Accessibility Of Online Library Guides At An Academic Library, Tammy Stitz, Shelley Blundell May 2018

Evaluating The Accessibility Of Online Library Guides At An Academic Library, Tammy Stitz, Shelley Blundell

Tammy Stitz

This article describes an exploratory research study assessing the level of Americans with Disabilities Act (ADA) compliance and general accessibility of online information resources at a mid-sized, 4-year, public institution in the state of Ohio. A rubric, available freely online as a living document, was developed based on the Web Content Accessibility Guidelines (WCAG) 2.0, Section 508 of the Rehabilitation Act of 1973, and web design best practices. From 2015-2016, the authors used the rubric containing 14 criteria (12 criteria from the WCAG 2.0, a criterion from Section 508, and a criterion related to universal web design best practices) to …

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Introducing Universal Design In Architectural Education, Ira Verma Jan 2018

Introducing Universal Design In Architectural Education, Ira Verma

Papers

Architects have an important role in designing and creating buildings and outdoor environments for inclusion. Previously, the knowledge on accessibility in the architectural education has been focusing on the legislation regarding accessibility of public buildings and apartments buildings for special groups of people. The aspect of the user and the Universal Design thinking have been lacking in the education. Since 2015, in the Department of Architecture, Aalto University, Finland, a course on User Driven Space Design has been introduced. Each year approximately 15 master level students have been participating in the course. The course introduces knowledge on user-oriented space design …

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Disability Resource Specialists' Capacity To Adopt Principles And Implement Practices That Qualify As Universal Design At A 4-Year Public Institution, Cecilia Spencer Grugan Jan 2018

Disability Resource Specialists' Capacity To Adopt Principles And Implement Practices That Qualify As Universal Design At A 4-Year Public Institution, Cecilia Spencer Grugan

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Due to the continuous growth of diverse student bodies on college campuses, creating accessibility for each unique student needs to be considered. Students who have a disability or disabilities are a substantial part of this growing diverse student body. Since disability resource specialists play a significant role in creating accessibility for such students, they can consider implementing practices that qualify as Universal Design. The purpose of this phenomenological study was to explore where disability resource specialists fall on Lewin's (1951) continuum of change and Reynold's (2009) levels of expertise in regards to implementing practices that qualify as Universal Design. Six …

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