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TLS BLOG

High-Impact Accessibility Practices

Rebecca Johnson--The Disability Services Office at RIT has compiled a list of specific practices for teaching students with particular disabilities. We’ve taken some of that information on their website and turned it around, looking at which practices can help the most students.* This list is a great example of how Universal Design for Learning works. While each of these is an evidence-based strategy for supporting a student with a particular disability, any of these practices can help all of your students.

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Changing Your STEM Teaching Practice

Rebecca Johnson--You’d like to change some aspect of your teaching practice. There are seemingly limitless resources on what changes to your practice you might make. How do you get started?

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Access and Inclusion

Rebecca Johnson--Teaching and Learning Services provides support for faculty who wish to foster access and inclusivity in their classrooms. Universal Design for Learning (UDL) is helpful framework for many of these activities.

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What Is Universal Design for Learning?

Rebecca Johnson--Universal Design for Learning (UDL) combines what we know about how learning works with a commitment to providing course materials that are engaging and accessible to produce a learning experience that benefits all students. David Rose at the Center for Applied Special Technology (CAST) in Boston first conceived of UDL, and called for instructors to provide multiple means of representation (how can you provide different avenues into course content?), multiple mean

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Making Digital Course Content Accessible

Marybeth Koon--As instructors create and adopt more digital teaching resources, they must also ensure that students with disabilities can access those materials. This section of the Accessibility Tool Kit 1.0 provides instructors with resources that will help them make their materials accessible to students with disabilities. As you look at this list, consider that resources for making online courses accessible are also useful to faculty who teach in a blended or flipped modality.

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