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.

Module two share practical application of inclusive learning design principles. 




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.

 

 

 

Comments

Popular posts from this blog

WOL-I'm On the Curve

LDT 523: Defining On-line and Blended Learning