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Universal Design for Learning in One-Time Classes or Workshops by Emilia Marcyk #MSUA11y
UDL often assumes a long-term relationship with participants, but this isn& #39;t always the case if you& #39;re presenting workshops, one-time classes, conference presentations, etc. #MSUA11y
CAST is a really great resource for all things UDL: http://udlguidelines.cast.org/ ">https://udlguidelines.cast.org/">... #MSUA11y
Overall approximately 20% of undergrad students report a disability. Remember, not all disabled folks are comfortable disclosing their disability. Regardless of disclosure status, students are all deserving of accommodations. #MSUA11y
31% of undergrad students reported having anxiety and 36% reported having depression. #MSUA11y
Students are likely not comfortable disclosing their (invisible) disabilities in the classroom if you& #39;re visiting once. #MSUA11y
Aside: I& #39;m here to figure out ways that I can include this kind of design in my workshops for faculty. Any thoughts, #MSUA11y?
Discuss how the workshop material will support educational/professional goals. #MSUA11y
Design around a real-world scenario. Bring concrete examples in to increase the connections the audience makes to their contexts. #MSUA11y
Be sure to define unfamiliar words, acronyms, symbols, etc. Check for participant understanding. Consider providing a list of terms with definitions if the language is key to the topic. Avoid any unnecessary jargon. #MSUA11y
Clarify unspoken rules in the classroom. Let students know how to address you. Set ground rules for interaction. Tell students what you hope to accomplish in the class. (See: Mad at School by Margaret Price (2011)) #MSUA11y
. @ermthebookworm asks us: In your fields, what vocabulary, symbols, or unspoken rules about communication are most troublesome to learners? What can you do to support learners? #MSUA11y
Be explicit about what your expectations are and how you understand terms, even if others might have their own understanding of a term (like UDL). #MSUA11y
Show students/participants how to do something and provide written/video documentation. Have students do something along with you. #MSUA11y
Activate background knowledge: send out a survey in advance, start with a discussion of what they already know, include questions in registration, compare what you& #39;re teaching to other, more familiar concepts. #MSUA11y
For example, when showing students how to search in the library compare it to online shopping. You can filter your results in both. You can choose date/price ranges. etc. #MSUA11y
Make it explicit how skills in one environment will translate into others, point out commonalities. #MSUA11y
Help learners/students prioritize their time when planning a large project, outline path to further learning, and being realistic about how much time a task will take. #MSUA11y
