Week one

Universal Design for Learning has been an incredibly important topic and ideal for me since fall semester 2019, when I initially took a professional development course at Boston College. Since then I've worked hard to integrate it into my courses, by working with designers who have been conversant with best practices. What I've learned in that time, from those experiences, and during this week of the course follows. 

Accessibility and Universal Design for Learning (UDL) are interrelated concepts aiming to create inclusive learning environments catering to the diverse needs and abilities of all learners. Accessibility focuses on removing barriers that might hinder individuals with disabilities from accessing and using educational resources and materials. In complement, UDL takes a proactive approach to design learning experiences that are natively inclusive and adaptable to a wide range of learners.

Key points of UDL and Accessibility in Learning:

One resource that was very helpful in my time at Boston College was UDOIT course audit (https://cdil.bc.edu/resources/tools/accessibility-checker/) though it is instutionally specific, other institutions have similar resources, and there are general documents available at this link to provide support. 

A second resource is in the person of a friend from graduate school who has become an accessibility evangelist (to use his term). Greg Weinstein (https://www.weinsteinux.com/accessibility)'s writing and advice on UDL have been invaulable in getting me to consider accessibility in my teaching.

Implications for Instructional (Learning) Design:

By embracing accessibility and UDL principles, educators can create inclusive learning environments that empower all learners.