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“ is a set of principles for curriculum development that give all individuals equal opportunities to learn. UDL provides a blueprint for creating instructional goals, methods, materials, and assessments that work for everyone--not a single, one-size-fits-all solution but rather flexible approaches that can be customized and adjusted for individual needs.” 

When courses are designed with UDL principles in mind the need for retrofitting or accommodating individual needs is reduced. This allows ease of access to students from the start.

• • This guide includes basics of UDL as well as specific information about how to incorporate UDL principles into your teaching approach, planning of courses, student assessment, policies, and selection of course technology.
• • This site provides more in depth information and examples of implementing the . Examples, resources, and related scholarly research are provided from each of the “checkpoints” on the UDL guidelines.
• • This site explains how to provide access to information technology. It includes tips and best practices for providing access to documents (Word, PDF, Excel), presentations, multi-media, web content, and more.
• • This video, created by our GTS staff explains how to create captioning for your YouTube videos.

• Faculty will be notified via email when students enrolled in their courses have approved accommodations.
• To view student academic accommodations for your courses, log into the .
  • For step-by-step instructions, please see the .
• Faculty and each student should meet to discuss how their academic accommodations will be implemented into the classroom.
• If a student is requesting accommodations, but you have not received their accommodation letter, please refer them to the Accessibility Coordinator.
• Faculty should ensure that instructional materials are accessible.
• Keep academic accommodations confidential.
  • Faculty may not ask students about the nature of their disability, request documentation from the student, or share information with the class or others.
• Academic accommodations may be approved at any time during the semester for a variety of reasons (e.g. new diagnosis, student discloses their disability to our office, temporary disabilities). Students are reminded that academic accommodations are not retroactive.
• Please contact the Accessibility Coordinator for any questions as to how to implement academic accommodations in your course(s) or if you have any questions.

• Faculty receives email that action is required for a student request.
• Uses link in email to review request and proceed through form to approve or deny.
• If approving, fills out form information including test type, length, delivery/return methods.
• If denying, email sent to student; alternate test plan must be discussed between faculty and student.
• Academic Support Center receives request and approval confirmation.
• Academic Support Center emails student and faculty confirmation with testing appointment details.
• Do not assume student is testing in the Academic Support Center if a confirmation is not received.

Videos, movies, and online lectures should be captioned. 

• Captioning or transcripts should be available for podcasts.
• To obtain a captioned movie or video, contact the library. For short clips or lectures, add your own captions using YouTube or the �鶹��Ƶ Beta Captioning Site.
• Many podcasts can be listened to using a live transcribe browser extension or application.
• Help is also available by contacting the Accessibility Specialist in the Academic Support Center.
   

YouTube and auto-captioning

• Every video you upload to YouTube will auto-caption within 24 hours
• Do not rely on YouTube’s edits. They are often inaccurate and confusing. Start with the auto-captions and then EDIT them.
• EDIT in Classic Studio and save changes
  • OR if you have a self-created digital script�ҡ����Dz���
  • OR if you have an edited SRT file from the �鶹��Ƶ Beta site�ҡ����Dz���
• If you EDIT in Classic Studio, you can then export the SRT file created there to use on Google Drive, Hoonuit, or other streaming video sources
• 
  YouTube adds captioning to all videos that are uploaded. You can easily edit the captions to be more accurate or upload your own text file.

�鶹��Ƶ Beta Captioning Site

• Captioning Site
• Upload video and submit
• Wait for the file to be captioned
• EDIT! Then download the SRT file and use on YouTube, Google Drive, Hoonuit or any other streaming video sources

Google Drive

• Upload video file to a Google Drive folder (video will process)
• Open processed video and upload SRT file generated from YouTube or �鶹��Ƶ caption site
• Go to three dots in upper right>manage caption tracks>add new caption tracks>upload

Links to Tutorials on Captioning

Google Meet

Each user in a Google Meet can choose to turn captions on. This will pick up and transcribe every user that is talking in the Meet. 

Create text-to-speech and screen-reader accessible digital documents in Word, PowerPoint, Google Docs, and Slides by using headings, creating lists, choosing a strong color contrast and visual indicators, and save as accessible PDFs.

Structure documents

Use “Paragraph Styles” to order and label:

• Headers Assign “Heading 1” to begin structure; do not use “Title”
  • sub-heads Assign Heading 2, 3, etc.
    • body text or “normal text”
• Create lists using program list controls:
  • 1. numbered or
  • bulleted
• Style Type for best readability:
  • 12 point San Serif type (Arial, Calibri, Verdana)
  • At least 1.15 spacing between lines
  • Set wide margins under File>Page Set-up/Document Set-up
  • Choose Black and white or strong color contrast
• For charts and/or graphs: Use color PLUS another visual indicator such as:
  • Color+ boldface type
  • Color+pattern ////////////
  • Color+size
• Save document as pdf for best retention of format, security, and accessibility
• Additional Resource:

Scan all new documents in a high-quality OCR (optical character recognition) format to create text-to-speech (TTS) reader accessible pdf scans. 

High-quality scans should use an original quality source and be free of: crooked or rotated pages, cut-off text, dark gutters, shadows and blurring, poor contrast, and handwriting, highlighting and underlining.

On-campus scanning on most �鶹��Ƶ copier settings:

1. Use I.D. Badge to log in
2. Select “Scan”
3. Choose Destination:
   1. Small 1-2 page files are okay to “My Email”
   2. Large 6-8 page files to “Google Drive” (At this time high page counts need to be scanned in 6-8 page groups or they fail to send.)
4. Go to “Settings” to choose:
   1. 400 dpi
   2. Black and white (color can be okay, produces large files)
   3. Portrait (1 page) or Landscape (2-page book spread)
   4. Legal (8.5x14) or Tabloid (11x17) as necessary
   5. 1 or 2-sided if using document feeder (unbound pages)
   6. Additional Pages checkbox when using glass (books, other)
5. Place pages in document feeder and select “Start” OR
6. Place book on glass and press down WITH COVER as flat as possible; shadows will negate accurate OCR.
7. Select “Start.” For multiple pages/spreads continue to select “Start.” When finished select “Finish” and then “Start” to send to email or Google Drive.
8. See your email instructions for locating scan in Google Drive.
9. Use Adobe Acrobat or Preview to crop pages.
10. Check TTS reading capabilities using preferred reader such as ReadAloud a free Google Chrome extension. �鶹��Ƶ accessibility students use premium versions of TextHelp’s Read & Write and/or OrbitNote, also available as Chrome extensions.

Off-campus scanning using personal devices can be accomplished with various apps such as:

Check older materials to make sure they were previously uploaded in an accessible format. 

Do this by highlighting/selecting text. If text cannot be selected, it is not accessible. 

If the text can be selected, it should be checked for text-to-speech legibility using preferred reader such as ReadAloud, a free Google Chrome extension. 

�鶹��Ƶ accessibility students use premium versions of TextHelp’s Read & Write and/or OrbitNote software, also available as Chrome extensions.

If you do not have the material to rescan or cannot find a resource online, remediation can be done using Adobe Acrobat Pro. The Academic Support Center maybe able assist with this conversion.

• By its nature, asynchronous content is more accessible to most students
  • Students are able to review material multiple times
  • Helpful to students with poor technology access/slow WiFi
  • Synchronous classes may be recorded for re-viewing asynchronously
• Synchronous classes can better replicate the benefits of in-person class
  • Google Meet and Zoom allow students to view auto-transcription during a class;
    note these captions will not be included in a recording of the session
  • Consider allowing students to participate with cameras turned off
    • Benefits students who may need to limit their screen time
    • Benefits students uncomfortable with sharing their environment 

• Create slides that are accessible with both screen and text-to-speech readers (see Accessible digital texts above)
• Use simple and clean designs or templates
• Use high contrast color schemes and avoid animation
• Ensure slides are readable and clear from a distance
  • Less is more: Limit the words/sentences/points on a slide
  • More is less confusing: Use more slides; split information as needed
• Get in the habit of describing images and/or using alternate text
• Consider having slides available on Moodle for students to review before and after class

Additional time should only be given to students with an approved accommodation. “What about giving double time to all students? I give all students more time than it should take them to finish.” While these would seem like UDL options, students with an accommodation would still need to have 50% more testing time.

• Consider shorter, more frequent exams rather than longer exams.
• Consider for lectures/study guides.
• Add 1.5x to 2x time on Moodle quizzes/exams for specific students:
  1. Open Moodle
  2. Open the specific quiz
  3. Click “User Overrides” on left under Quiz Administration
  4. Type in the user’s name and select them from the list
  5. Make necessary changes and save

As we make shifts to teaching and learning in online and hybrid courses, we must recognize that this is a shift for instructors and students. An important aspect of shifts in pedagogy, technology, or content is being receptive to the needs of students with disabilities. We should not assume that students have the same accommodations in the online format as in the face-to-face format. The design is different. The barriers that exist at the intersection of the disability and course design may no longer exist or may be different from the original course format. Some accommodations used before may no longer apply. Some accommodations not considered before may need to be considered now. As needs arise, students and instructors should consult with accessibility resources staff.

• Consider having packets of printed course materials available for students who need to limit screen time (due to eye strain, migraines, etc).
• Offer assignments that don’t require a computer

Images

When adding an image to your moodle content, make sure to use a good descriptive name or use the “image description” so screen readers will pick up the description of the image for those with sight impairment. This is part of Quality Matters standards (standard 8.2 and 8.3) for good online instruction.

Readings/Files

If you have a lot of readings/files that you want students to access, consider using the “folder” resource and putting all those files in that folder. Using folders will clean up the moodle course page not making it so overwhelming with content and is part of the Quality Matters standards (standard 8.1 and 8.3) for good online instruction.
How to:
Add an activity or resource > click resources > click folder. Give the folder a name and then drag files into the content area. 

Creating and Labeling Sections

Moodle will have different sections/categories for weeks or topics. Use the moodle “label” resource to section off different topics or days during that particular week. This helps organize your week in an easy way. Using labels will clearly outline areas of content and is part of the Quality Matters standards (standard 1.1 and 8.1) for good online instruction.
How to:
Add an activity or resource > click resources > click label. Put in whatever text you want the label to display. 
Tip: 
You can add text, images, links or even youtube videos (put in the youtube link and moodle will embed it to show the actual video on the moodle page).

Page Resource

Use the Moodle “page” Resource if you have text, images, links, etc to not clutter the moodle home page. This is similar to the label, but the label displays it’s content on the main moodle page for your course. The page resource is a link that will display the content on a new moodle page. Using the moodle page resource will clean up the main moodle page not making it so overwhelming with content and is part of the Quality Matters standards (standard 8.1) for good online instruction.

Activity Resource

How to:
Add an activity or resource > click resources > click page. Give the page a name and then add content to the page content. 
Tip: 
You can add text, images, links, youtube videos (put in the youtube link and moodle will embed it) etc. 
 

Using Google Drive with Moodle

Instead of uploading content directly to moodle, place content in a google drive folder and link to those files. If content changes, simply change the content in the google drive and moodle will automatically have the current content saving time. This is the only option for files or videos larger than 100MB. Using Google Drive will save time if content changes frequently and creates a seamless link to content. It also cleans up the moodle course page not making it so overwhelming with content . This is part of the Quality Matters standards (standard 6.3, 8.1, 8.3 and 8.5) for good online instruction.
How to:
Add your files to your google drive. Right click on the file or folder and select “Get Link”. Under the restrictions, make sure to set it to Anyone at �鶹��Ƶ �鶹��Ƶ can view”. Copy the link.
In Moodle, click Add an activity or resource > click resources > click URL. Give the link a name and then paste the link into the External URL placeholder.