WOL Blog Post: Inclusive Learning Design Reflection
WOL Blog Post: Inclusive Learning Design Reflection
Introduction: The
significance of inclusively designing learning experiences, include insights
gleaned from my unit 1 disability reflection and empathy challenges.
First, I will share the
readings by McAlvage, K., & Rice, M. (2018) which state:
The
considerations and current challenges for accessibility in both Higher
Education and K-12 contexts speak to the need for proactive, thoughtful
approaches at various levels to ensure accessible educational opportunities for
students with disabilities. In higher education, those levels are institutional,
department, program, and course. In K-12, those levels include the federal,
state, district, school, and classroom. While there have been earnest attempts
to increase accessibility, there simply have not been enough strategic efforts
at all levels to stave off complaints, legal actions, and high attribution
rates for students with disabilities.
Inclusively designing
learning experiences is pivotal in creating educational environments that cater
to all learners, regardless of their abilities, backgrounds, or needs.
Reflecting on Unit 1,
where we delved into disability reflection and empathy challenges, I gained a
profound understanding of the barriers faced by individuals with disabilities.
This reflection emphasized the necessity of empathy in designing educational
materials, ensuring that all learners have equal access to information and
opportunities.
As educators, we need to
continue to advocate and be the voice for those needing accessibility and
accommodations. To meet all needs for students, we need to have the resources
necessary and ensure that the funds are allocated to provide the technology or
assistive devices needed for students to acquire what is needed to meet their
needs to be educationally successful.
Some challenges we face
are being able to provide and implement systems and software for digital
learning to be accessible for all users and their disabilities. Institutions
need to purchase the necessary tools needed. The necessary tools and training
are needed to meet the needs of all.
Burgstahler, S. (2015)
points out how making courses welcoming to, accessible to, and usable by
individuals with disabilities may promote the social inclusion of other
students as well. She recommends further dissemination and future research
regarding inclusive practices in online learning.
This will allow students
to appreciate that they are being valued just as other students in the
classroom. It will create an enriched learning environment for all students.
This type of learning will provide a positive atmosphere for all.
According to Crow (2008),
301 million people living in the United States have at least one disability
that can have a negative effect on their ability to use a computer or to access
the internet (DOC, 202).
This has a negative
impact on who has accessibility to online learning materials. It is astounding
to think about. It creates complications for one compared to someone without a
disability. It creates difficulties and disadvantages.
Figure 1 Pour Infographics assignment for Module 2
In Module two, Dr. Angel
Morgan shares how accessibility is crucial for creating inclusive digital
learning experiences. The POUR principles—Perceivable, Operable,
Understandable, Robust—serve as a foundational framework for accessible web
design. These principles ensure that digital content is easily discernible to
all users, including those with disabilities; that user interfaces are
navigable; that information is clear and understandable; and that content is
compatible across different platforms and assistive technologies. The POUR
principles are the basic building blocks of the Web Content Accessibility
Guidelines (WCAG) and outline what makes a user experience accessible.
In module three, we
focused on tools that evaluate accessibility and processes to consider when
evaluating digital learning.
Accessibility evaluations
are designed to identify barriers that can impact individuals with disabilities
and provide learning designers with the information they need to remediate
existing problems and prevent unfamiliar problems from occurring.
When designing digital
learning, you should structure content into short sections for readability, and
they should be organized using a clear hierarchy of headings and subheadings.
Organizing content using this heading applies to most digital formats including
HTML, Microsoft Word, Adobe PDF, or another document format. Headings are a
critical part of structuring documents, and they should not be thought of as
visual design elements, but as structural elements.
Screen readers make
digital content, including websites, software, and mobile applications,
accessible to individuals who are blind or visually impaired. This aligns with
the principles of inclusive instructional design and universal design for
learning. In academic settings, screen readers enable students with visual
impairments to access course materials, participate in online classes, and
engage with learning management systems.
n the Discussion for
Module four, I watched the video which emulates the auditory experience of
someone with moderate hearing loss. In the video shared by C, Jarrett (2016),
Why are we so attached to things? There were hardly any sounds that could be
heard. I had to see if the sound was turned up or shut off. I also had to look
at my icon that showed my internet connection to ensure that I had good
internet connectivity. I had to speculate what the video was about and use
pictures to perceive what the video entailed. I made sure that I paid close
attention to the details of the content images. Another challenge that I faced
was not being able to have closed captioning to read what the video was about
with the subtitles available. I tried to piece together the images shared to
depict understanding of what I needed to learn.
Another element lost in
the video for someone with hearing impairment was being able to hear what the
video was about. The listener does not have any idea of whether there was sound
included in the video.
As a learner with hearing
loss, I think they would need to find resources from their professor or local
institution for accommodations and modifications that can be available for
learning. I would try to find assistive technology to help me access what I
need. I think that they can also look for resources online to find a video from
which they can learn. Sometimes, there are other resourceful videos for those
needs with enhancements for students. They may find a video with all the
resourceful information to meet their needs.
Table 1 U5: Assignment Barriers, UDL Checkpoints, and Updates
with samples on slides.
Just as Burgstahler, S.
(2018) states, Captioning involves synchronizing text with audio content of a
video presentation. People with certain learning disabilities can also benefit
from hearing and seeing the spoken word simultaneously.
It would be difficult for
one to be able to do any type of assignment whether it is a quiz or discussion.
They would not have the resources and information needed to meet their needs.
Module six shares
information about embracing accessibility, the principles of Universal Design
for Learning (UDL), and culturally responsive practices, instructional
designers can create more versatile and accommodating educational experiences.
Reflection helps to foster empathy and a deeper understanding of diverse
learners needs, promoting culture of inclusivity. This helps to prepare
learners for a diverse world with improvements in educational outcomes. This
method not only supports academic success but also empowers learners by
validating their identities within the learning environment.
Even with a disability, all learners should
have the same opportunity and experience of getting the resources needed to
meet their needs. At times, an uneventful situation may cause one to experience
some type of disability they are not born with. They would need to learn and
get resources to learn.
We need to be sensitive
to the needs of all learners. The activities in this course have helped me to
be more understanding about ensuring accessibility and modifications are in
place for all learners. It gives me a glimpse of insight into what one must deal
with in various situations.
The different scenarios
of disabilities have allowed me to gain added information and understanding
about the topics shared in this course. I appreciate the opportunity that I
have experienced which has given me an insight into what one may deal with.
References:
Burgstahler, S. (2018).
Creating video and multimedia products that are accessible to people with
sensory impairments. University of Washington Disabilities, Opportunities,
Internetworking, and Technology (DO-IT).
https://www.washington.edu/doit/creating-video-and-multimedia-products-are-accessible-people-sensory-impairmentsLinks
to an external site.
Burgstahler, S. (2015).
Opening doors or slamming them shut? Online learning practices and students
with disabilities, Links to an external site. Social Inclusion, 3(6), 69–79.
Crow, (2008). Four types
of disabilities: Their impact on online learning, Links to an external site.
TechTrends, 52(1), 51–55.
Jarrett, C. (2016). Why
are we so attached to our things? Links to an external site. [Video]. YouTube.
https://www.youtube.com/watch?v=H2_by0rp5q0
McAlvage, K., & Rice,
M. (2018). Access and Accessibility in Online Learning: Issues in Higher
Education and K-12 ContextsLinks to an external site. From" OLC Outlook:
An Environmental Scan of the Digital Learning Landscape". Online Learning
Consortium.
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