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Disability, Accessibility, and Environment (FIG)

Ended Jan 25, 2019
1 credit

Spots remaining: 16

Full course description

Thursdays from 9:30-10:30
Jan 24, Jan 31, Feb 7, Feb 14, Feb 21, Feb 28, Mar 7, Mar 21, Mar 28, Apr 4, Apr 11, and Apr 18.
Torgersen 1120
Instructors: Christa Miller & Martina Syvantek, TLOS/Assistive Technologies

Audio books, mobile devices, captions and even PDF files-- These tools provide convenience to everyone, but for some these are key to actively participating in educational opportunities. When it comes to our learning environments -- be they physical, digital, or hybrid – universal design can help us create the flexibility, portability, and availability we need to ensure that the widest variety of learners can take full advantage of every learning opportunity. This Faculty Inquiry Group meets 12 times for 60-minutes per session beginning January 24th. Participants will learn about universal design for learning, examine case studies of its implementation, and develop a plan for how to incorporate the framework into their instruction. Participants will also experience firsthand the technology that students with disabilities use to access information, prepare assignments, and complete assessments. They will discuss the impact of these technologies on choices for instruction such as required course technology, language used in verbal and written communications and required external resources.

Learning Objectives
  • Name the resource offices and policies related to accessibility at Virginia Tech
  • Identify the 3 pillars of Universal Design for Learning and the benefits that the framework provides to instructors and students
  • Identify the role of assistive technologies in supporting students with disabilities and the benefits to other groups
  • Demonstrate the ability to remediate, create, or source accessible educational materials
  • Demonstrate an ability to create/find transcripts and/or closed captions for video content
  • Examine and describe technologies that support student success generally and students with disabilities specifically
  • Analyze potential barriers for students with disabilities when implementing new technologies
  • Analyze instructional materials for impact on student identities such as language used in syllabi, multimedia resources, access to assistive technologies, access to assessment technologies, etc.
  • Select at least 1 change to make to future courses incorporating Universal Design for Learning