This document provides an overview of a seminar on Universal Design for Learning (UDL). It begins with introducing the presenters and providing logistical information. The schedule then outlines topics to be covered, including what UDL is, its principles and neuroscience rationale, design guidelines for accessibility, and bringing UDL into the classroom. Key points from the seminar content include defining UDL and its three principles of representation, expression and engagement. Neuroscience concepts around threat vs reward states and the polyvagal theory are discussed. Design guidelines cover hierarchy, color, fonts, images and more. The seminar aims to help make teaching and learning more inclusive and accessible for all students.

2. DR. MOIRA
MAGUIRE
DKIT CENTRE FOR LEARNING &
TEACHING

3. PRESENTERS
Eileen Dunne BDes
eileen@hellodarling.ie
Founder - Darling Design
www.hellodarling.ie
Life & Executive Coach
www.carbon-coaching.com
Dr. Karen Dunne
karen.dunne@dkit.ie
Dept. of Agriculture, Food &
Animal Health
Centre for Learning
& Teaching

4. NATIONAL FORUM FOR TEACHING &
LEARNING
SEMINAR SERIES

5. PRACTICAL UNIVERSAL DESIGN SEMINAR
Welcome to DkIT
▸ Wifi: eduroam or guest network
▸ Coffee break & finish at 1pm
▸ Bathrooms & fire exits
▸ Please turn off/silence devices
▸ If you need to pop out please don’t
disturb others
▸ Feel free to ask questions
▸ Slides will be shared by email and
available on Slideshare

6. SCHEDULE
The plan
▸What is Universal Design for Learning (UDL),
and why does it matter?
▸Neuroscience of threat vs reward states
▸Design principles for accessibility
▸How to bring UDL into your classroom
▸Some teaching resources and tools
▸Key points & questions
▸Coffee at 11am

7. WHAT IS
UNIVERSAL
DESIGN?

9. ARCHITECTURAL BACKGROUND
What is Universal Design
▸The term was coined by architect Ronald Mace to describe
the concept of designing the built environment to be
aesthetic and usable to the greatest extent possible by
everyone, regardless of their age, ability, or status in life.

10. ARCHITECTURAL BACKGROUND
Case study
▸In 1962, a young man called Ed Roberts wanted to study at
U.C. Berkeley. He was a Polio survivor, and had to use an
iron lung.
▸He was housed in the hospital wing, and had classmates
make a copy of notes for him in lectures with carbon paper.
▸He worked with other young people with disabilities,
founding the ‘Rolling Quads’ and redefining access as a civil
rights issue.

11. We were fighting the stereotype
“that having a disability is a fate worse
than death. That we should be pitied. That
if we do anything we are brave, and yet
[we’re] really not real people.”
- DEBORAH KAPLAN, THE ROLLING QUADS

12. Case study
▸Power wheelchairs were becoming popularised by returning
war veterans, but they had a nemesis:
ARCHITECTURAL BACKGROUND

14. Case study
▸In the 1940s and 50s, a few communities had tried to make
elements of the built environment more accessible, such as
wheelchair ramps and ‘curb cuts’.
ARCHITECTURAL BACKGROUND

16. Case study
▸The Rolling Quads demanded that these been installed at
every street corner in Berkeley, and in 1971 persuaded the
City Council to start the world’s first widespread curb cut
program.
▸The curb cuts proved to be useful not only to people using
wheelchairs, but to people pushing buggies, those with
injuries and older people.
ARCHITECTURAL BACKGROUND
Source: 99% Invisible, 2018

17. “If we’re designing conscientiously for
the needs of a specific set of people,
aren’t we in fact learning how to
design better for all?”
- ASSOCIATION OF REGISTERED GRAPHIC DESIGNERS
OF ONTARIO

18. WHY DOES
IT
MATTER?

20. of the world's population lives with
some form of disability
SOURCE: WHO

22. Of university students have a disability
SOURCE: AHEAD ANNUAL REPORT 2019

24. Of the student population in higher education now comes
from diverse backgrounds: different cultures, religious and
socio-economic backgrounds, mature students and students
with disabilities
Source: ann heelen, ahead annual report 2019

25. “There is so much that could be done if we
had the resources, time and money, and
our student cohort is so diverse and ever-
evolving. But we need to start somewhere”
- GERALDINE KNEEL - DKIT STUDENT DISABILITY
OFFICER

26. UNIVERSAL
DESIGN FOR
LEARNING

27. What is Universal Design for Learning?
▸Universal Design for Learning (UDL) is a set of principles that
gives all individuals equal opportunities to learn, including those
with disabilities.
▸Developed by The Centre for Applied Special Technology (CAST)
in the 1990s, the approach is underpinned by research in
neuroscience.
▸UDL aims to improve the educational experience of all students
by introducing more flexible methods of teaching, assessment and
service provision to cater for the diversity of learners in our
classrooms.
WHAT IS UDL?
Source: AHEAD - Association for Higher Education, Access & Disability

28. 3 KEY
PRINCIPLES
OF UDL

29. 1.
REPRESENTATION
MULTIPLE MEANS OF:

30. 1.
REPRESENTATION
2.
EXPRESSION
& ACTION
MULTIPLE MEANS OF:

31. 1.
REPRESENTATION
2.
EXPRESSION
& ACTION
3.
ENGAGEMENT
MULTIPLE MEANS OF:

32. 1: multiple means of representation
▸Providing different ways to present or represent course
content to allow all learners to have an equal chance to
meet the learning outcomes.
3 KEY PRINCIPLES OF UDL

33. 2: multiple means of expression & action
▸Giving learners the opportunity to practice and demonstrate
their learning by providing alternative methods to express
their understanding on an ongoing basis, providing regular
feedback to motivate the learner e.g. discussion
forums/groups, self-reflection journal, oral presentation.
3 KEY PRINCIPLES OF UDL

34. 3: multiple means of engagement
▸Encouraging alternative means and formats for learners to
interpret and interact with the course material to support
different forms of learning and engagement amongst
learners.
3 KEY PRINCIPLES OF UDL
Source: The Active Inclusion Network - Cork Education and Training Board Pilot Project for Staff Development,
CORK, published by AHEAD

35. Inclusive Education Pyramid
UDL
Source: AHEAD (adapted from UDLL/NTNU: 2016, p. 63): Basham, Israel, Graden, Poth, and Winston (2010), and Robinson and Hutchinson 2014.

36. HOW DOES
UDL HELP?

37. NEUROSCIENCE OF THREAT VS REWARD
Threat vs reward
▸In order for people to learn, remember, plan and think
creatively, the newer pre-frontal cortex of the brain must be
engaged.
▸This part of the brain affects the capacity to make
decisions, solve problems and collaborate with others.
▸This ability is reduced by a threat response and increased
under a reward response (Elliot, 2008).

38. NEUROSCIENCE OF THREAT VS REWARD
Threat vs reward
▸The brain evolved through endless years of life-threatening
danger, and its prime directive is to survive.
▸To this end, the brain is therefore hardwired to identify
potential threats.
▸The brain treats social threats as seriously as physical ones,
because social exclusion was potentially fatal - to children,
and to adults in early societies.

39. The brain scans for threat
5 times every second
Threat vs reward

40. The brain scans for threat
5 times every second
There is 5 times more
neural circuitry to detect
threat than reward
Threat vs reward

41. POLYVAGAL THEORY
Polyvagal theory
▸The effects on the body and brain of the threat and reward
cycle is summarised well by the Polyvagal Theory.
▸The Vagus Nerve connects the back of the brain to all the
major organs, including the heart, lungs, and viscera.
▸When we feel safe, or in ‘Ventral Vagal’ state, the
parasympathetic nervous system dominates, and we
experience social connection - engagement, curiosity,
presence etc.
Source: The Polyvagal Theory: Neurophysiological Foundations of Emotions, Attachment, Communication and Self-Regulation,
Stephen Porges

42. AUDIENCE
PARTICIPA
TION

43. In Action

44. In Action

45. When we feel a threat, even a
social threat, our sympathetic
nervous system is activated.

46. The brain treats many social
threats and rewards with the same
intensity as physical threats and
rewards

47. The physiological response is
faster and stronger than our
conscious mind

48. A perceived threat can send the
body into ‘fight or flight’ mode.

49. The body releases stress
hormones such as adrenaline &
cortisol, increases blood
pressure, suppresses the immune
system, accelerates the heart and
lungs, and directs blood to the
muscles…

50. …and away from the brain,
particularly the pre-frontal cortex.
This damages our ability to learn,
collaborate, think creatively and
relate to others.

51. In extreme cases, we can
experience ‘freeze’ - or the
amygdala attack, where the body
believes it’s dying and releases
endorphins to numb.

52. The only part of this Vagus nerve
response we can control is
breathing.
“Take a deep breath” is good
advice.

53. A ‘fight or flight’ response can
take 10 - 20 minutes to subside.
We need people in a calm state
so they can connect, be present,
learn and think creatively.
The Upshot

54. “There are some students who just cannot cope with
having to read out loud to a class, so anyone with for
example dyslexia shouldn’t be asked to read.
Other students just hate presentations, (as do we all)
but the stress this can cause may cause them to not
attend or drop out. Alternative options to a class
presentation should be considered…”
- STUDENT DISABILITY OFFICER, DKIT

55. The Scarf Model

56. THE SCARF MODEL
The scarf model
▸The SCARF Model was developed by David Rock, and summarises five
key "domains" that influence our behaviour in social situations.
▸The brain treats many social threats and rewards with the same intensity
as physical threats and rewards (Lieberman, & Eisenberger, 2009)
▸The capacity to make decisions, solve problems and collaborate with
others is generally reduced by a threat response and increased under a
reward response (Elliot, 2008).
▸The threat response is more intense and more common and often needs
to be carefully minimized in social interactions (Baumeister et al, 2001).

57. Certainty
Our ability to
predict the
future
Autonomy
Our sense of
control over
events
Fairness
How fair we
perceive
exchanges to be
Relatedness
How safe we
feel with others
Status
Our relative
importance to
others
The Scarf Model: 5 Key Domains

58. “The threat response is both mentally taxing and deadly to
the productivity of a person — or of an organization.
Because this response uses up oxygen and glucose from
the blood, they are diverted from other parts of the brain,
including the working memory function, which processes
new information and ideas. This impairs analytic thinking,
creative insight, and problem solving; in other words, just
when people most need their sophisticated mental
capabilities, the brain’s internal resources are taken away
from them.”
- STRATEGY & BUSINESS

59. “When leaders trigger a threat response, employees’
brains become much less efficient. But when leaders
make people feel good about themselves, clearly
communicate their expectations, give employees latitude
to make decisions, support people’s efforts to build good
relationships, and treat the whole organization fairly, it
prompts a reward response. Others in the organization
become more effective, more open to ideas, and more
creative…”
- STRATEGY & BUSINESS

60. ACCESSIBL
E DESIGN
GUIDELINES

61. “Design is where science
and art break even”
- ROBIN MATTHEW

62. ACCESSIBLE DESIGN GUIDELINES
Hierarchy
▸Visual hierarchy refers to the arrangement of elements in a
way that reflects their importance.
▸A simple application would be using consistent larger
headings, sub-headings, or numbered sections to break
content into a logical order.

63. ACCESSIBLE DESIGN GUIDELINES
Background colour
▸Black text on bright white paper can cause the text to appear
to ‘sparkle’, particularly for those with impaired vision.
▸Using a pale coloured background, such as a very light
grey as opposed to a bright white, can increase the legibility
of text.
▸Using a dark grey or navy instead of black for text can help
also.

64. Background colour

65. ACCESSIBLE DESIGN GUIDELINES
Colour contrast
▸While the incidence of colour blindess is about 5% (affecting
more men than women), perception of colour can be
affected by many factors, including age.
▸Ideally 70% contrast between elements such as background
and text. This can be checked at:
https://webaim.org/resources/contrastchecker/
▸Rule of thumb - use light text on a dark background, or vice
versa.

66. ACCESSIBLE DESIGN GUIDELINES
Colour contrast

67. ACCESSIBLE DESIGN GUIDELINES
Fonts
▸For printed documents such as handouts, use a font size of
at least 12 point.
▸ Use standard, well designed sans-serif fonts eg. Helvetica

68. ACCESSIBLE DESIGN GUIDELINES
Fonts
▸The main factor in a font’s legibility is the ‘x-height’ - the
height of a lower-case x in that font.
▸Typefaces with tall x-heights are generally more legible
than those with lower x-heights.

69. ACCESSIBLE DESIGN GUIDELINES
Fonts
▸Both of these fonts are at the same point size - 12 point -
however the one on the left, Gotham, has a taller x-height,
making it more legible.

70. ACCESSIBLE DESIGN GUIDELINES
Fonts
▸Most fonts can be divided into two main categories - display
fonts, which are more decorative, and text fonts, which are
designed for readability.
▸Choose less decorative, more standard fonts with
recognisable letterforms.

71. ACCESSIBLE DESIGN GUIDELINES
Resolution
▸Images from the web are usually low resolution. They look
fine on screen, but will be blurry or pixellated when printed.
▸Avoid using images downloaded from the web that include
text or figures, eg. charts/tables.
▸Where possible, use original photos.

72. ACCESSIBLE DESIGN GUIDELINES
Text & images
▸In general, it’s safer not to place text over images, unless the
background is plain and the contrast is high.

75. ACCESSIBLE DESIGN GUIDELINES
Line length
▸Where line lengths are too long - too many words per line -
the eye has difficulty finding the start of each new line of text.
▸A rough rule of thumb is to aim for about 13 - 15 words per
line.
▸Use standard line spacing.

76. ACCESSIBLE DESIGN GUIDELINES
Line length

77. ACCESSIBLE DESIGN GUIDELINES
Alignment
▸Left-aligned text is most familiar and therefore most legible.
▸Aligning large blocks of text to the right or to the centre will
compromise readability and should be avoided.
▸Also, justified text, though popular, is less legible than
‘ragged’ text where each line length varies.
▸The differences in the length make it easier for the eye to
jump from line to line.

78. ACCESSIBLE DESIGN GUIDELINES
Alignment

79. ACCESSIBLE DESIGN GUIDELINES
Capitals
▸While it might seem that capitals would be easier to read
than upper and lower case, the opposite is true.
▸This is because the eye reads the entire outer shape of the
word.
▸You’ll notice that airport signage always uses upper and
lower case letters for that reason - a word set all in capitals
creates a rectangular silhouette that is harder to decipher.

80. ACCESSIBLE DESIGN GUIDELINES
Capitals
▸WHILE IT MIGHT SEEM THAT CAPITALS WOULD BE
EASIER TO READ THAT UPPER AND LOWER CASE, THE
OPPOSITE IS TRUE.
▸THIS IS BECAUSE THE EYE READS THE ENTIRE OUTER
SHAPE OF THE WORD.
▸YOU’LL NOTICE THAT AIRPORT SIGNAGE ALWAYS
USES UPPER AND LOWER CASE LETTERS FOR THAT
REASON - A WORD SET ALL IN CAPITALS CREATES A
RECTANGULAR SILHOUETTE THAT IS HARDER TO
DECIPHER.

81. ACCESSIBLE DESIGN GUIDELINES
Capitals
Source: RSAG

82. ACCESSIBLE DESIGN GUIDELINES
Capitals

83. ACCESSIBLE DESIGN GUIDELINES
Signage
▸Print as large as possible, in dark grey text
▸Use Sentence Case, not capitals
▸If possible, place signage at waist height also

84. ACCESSIBLE DESIGN GUIDELINES
Professional design projects
▸Provide high resolution (300DPI), original, uncropped
images where possible.
▸Provide text in a Word or Google Docs document with
minimal formatting. Use consistent headings.
▸Request matt paper stock - the glare from shiny gloss
paper can make documents, particularly text-heavy ones,
more difficult to read.
▸Request an accessible typeface (large x-height).

85. ACCESSIBLE DESIGN GUIDELINES
Checklist
Standard sans-serif font eg. Helvetica
12 point for printed materials
Left aligned text, not justified, and not too long lines
No capitals for the main body of the text
No text over images
High contrast between the background and text
Clear hierarchy of information eg. consistent headings
Dark grey text instead of black, pale background colour
Decorative fonts used sparingly or not at all
Check images from the web to make sure they print legibly

87. BREAK

88. “My reality is just different
from yours”
- LEWIS CARROLL

89. LECTURING
“The Wrong Trousers” - Aardman Animations

90. Early in your 1st teaching semester:
“If I don’t tell them, they won’t
know”

91. On correcting the end of semester exam:
“Even after I tell them, they still
don’t know”
“I’m a terrible lecturer”

92. Over time:
Transition to a more
collaborative approach

93. “I am not here to teach you,
I am here to help you to learn”

94. USEFUL RESOURCE
Where to start?
▸Rodriguez-Falcon et al.
(2010)
▸University of Sheffield
▸Practical advice
▸Good starting point

95. “For students with or without a disability it is
extremely important to share knowledge about
their difficulties…If students share their
experiences, it is easier for you…to design
instruction and assessments that suits the
student’s preferences and needs. Students will
be more willing to do this if you provide a
welcoming, non-judgmental atmosphere.”
- AHEAD 2017, P.35

96. PRACTICAL UNIVERSAL DESIGN SEMINAR
Welcome to DkIT
▸ Wifi: eduroam or guest network
▸ Coffee break & finish at 1pm
▸ Bathrooms & fire exits
▸ Please turn off/silence devices
▸ If you need to pop out please don’t
disturb others
▸ Feel free to ask questions
▸ Slides will be shared by email and
available on Slideshare

97. ESTABLISHING AN INCLUSIVE LEARNING ENVIRONMENT
UDL in the classroom
▸Mutually respectful learning space
▸Nobody can be attentive 100% of the time (including the
teacher!)
▸The 80% rule
▸Consider learner needs - you need to facilitate students to
tell you what these are
▸Collaborate with colleagues & college support services

98. INCLUSIVITY
Effective student interactions
▸Introduce yourself and state how you would like to be
addressed
▸Tell students how and when they should contact you e.g.
your office hours, email etiquette
▸Inform students of how and where to find the supports you
want them to use
▸Talk a little about your research and teaching interests

99. INCLUSIVITY
Clarify expectations
▸Assessment: be explicit
▸What is a 2.1, or a GPA?
▸Make grading criteria clear
▸Rubrics are useful
▸Sample answers
▸Sample student work
▸Get students to grade a question

100. INCLUSIVITY
Flexible & accessible learning
▸Making handouts etc. available from the start of the module
allows students to prepare, increases engagement
▸Online resources can be accessed from home, on the bus, in
the library, on placement, before a practical class…
▸Not just text: videos, podcasts, quizzes, screencasts
▸This can save you time and effort (Bree et al. 2014; Dunne
et al. 2015)

101. “Having the slides before class
means I can focus on what’s
being said and not panic about
what I might miss”
- STUDENT - UCD

102. LECTURER BENEFITS
Where will I find the time?!!
▸Yes, you need to be
organised and front-load the
work
▸But, it saves you time and
effort once the semester is
underway
▸Once made, online resources
can be used in class
▸Reduces ‘teacher talk’

103. INCLUSIVITY
▸Interactive classes: group
activities, multimedia clips (Petty
2002)
▸CATs - assessment for and as
learning (Vanderbilt University
2020)
▸Allow time for questions &
discussion
▸Consider choice within
assessment
Spot the lecturer?

104. This is a lecture on grassland management

105. PRACTICA
L
APPLICATI

106. UD: IN CLASS
The teaching space
▸What will your class look, sound and feel like for your
audience?

107. PROJECTOR
TALKS TO
LAPTOP
(YAY!)
DISTRACTING
REFLECTION
S
WHERE IS
THE
LIGHT
SWITCH?
WHAT IS
THIS?!
POOR
CONTRAST IN
THIS
LIGHTING
MY
CARDIGAN -
IT’S WARM

110. UD: TEACHING RESOURCES
Slides
▸Stand at the back of the
class and check if you can
read your slides easily

111. UD: TEACHING RESOURCES
Slides
▸High resolution images
▸Large diagrams and images
▸Clear and simple layout
▸Remember that red and green in
particular may be hard to distinguish
for some colour-blind people

112. UD: IN CLASS
Slides
▸Slide effects can increase engagement…
▸ …but don’t go mad with distracting transitions and multiple
sound effects!

113. UD: IN CLASS
Presenter view
▸Powerpoint, Keynote
▸(Do not mirror the display)
▸Speaker notes
▸Helps reduce the volume of
text on the slide
▸Allows you to see prompts,
next slide & clock etc.
▸How many people use it?

114. Audience view

115. Speaker view

116. Speaker view
TIME
ELAPSED
SPEAKER
PROMPTS

117. UDL IN CLASS
Presentations
▸Hide the slide if you wish to focus the audience on yourself or
a classroom activity
▸To do this hit “B” in Powerpoint or Keynote for a black screen
▸Hit “W” for a white screen
▸Hit any key to return to the slide
▸To see other useful keyboard shortcuts hit “/“ while in
presenter or slideshow view

118. The Powerpoint short cut menu

119. UDL: TEACHING RESOURCES
Accessible handouts
▸Making handouts available as a
PDF reduces file size and helps
avoid unwanted formatting changes
▸Ensure text does not crowd or
overlay images (beware of text
boxes…)
▸Present material in a variety of
ways: combine text with images,
charts, diagrams etc.

120. UDL: DYSLEXIA
Customisable handouts - dyslexia
▸Light blue, green or yellow backgrounds are preferable to
green, pink or red
▸Sans serif font, larger font size may be helpful
▸Clear contrast between the font and background
▸Keep the text left-aligned
▸Consider facilitating students to customise a soft copy of
your notes or slides

121. ▸Remove background colours that make text hard to read
▸Does it work in black and white?
▸Colour images may print better if converted to greyscale first
▸Font needs to be at least size 12 for legibility
▸What does it look like on a phone?!
UD: TEACHING RESOURCES
Printing handouts

122. UD: TEACHING RESOURCES
Handouts
▸Avoid the default ‘many slides per page’ option on
PowerPoint - change it in the Print menu
NOBODY
CAN
READ
THESE!

123. Print menu

124. Change
‘Layout’

125. A demo
appears

126. UD: TEACHING RESOURCES
Reading lists
▸Textbooks may not be accessible to all
▸Challenges for students with dyslexia or visual impairments
▸Consider e-books, PDF documents formatted to be more
accessible, screen readers etc.
▸Consult with support services to see what’s available to you
and your students

127. UD: STUDENT WRITING
Completing assignments
▸Writing and typing may be
challenging for some
▸Dyslexia, dyspraxia,
physical disabilities
▸Also learners with poor IT
skills, students for whom
English is not their first
language, mature learners,
someone with an arm/hand
fracture/injury, ’two-fingered
typists’ etc. etc.

128. UD: STUDENT WRITING
Assessment & Writing supports
▸Consult with your disability officer to see what’s available
▸See Association for Higher Education Access & Disability
(www.ahead.ie)
▸Sample supports:
▸Dragon dictation software
▸Grammarly
▸Google Docs voice typing & accessibility tools
▸YouTube video transcription service
▸Read & Write Gold software

130. N.B. YOU NEED TO USE
CHROME TO ACCESS ALL THE
TOOLS
Google Docs
tools

131. Google docs voice typing tool demonstration

132. UD: TRANSCRIPTION SERVICES
Screencast or video transcriptions - YouTube

135. Paste it into a word processor to tidy it up

136. Also very useful for qualitative research e.g. transcribing interviews or a
focus group video

137. STUDENT-
SPECIFIC
CONSIDERAT
IONS

138. UD: LEARNING SUPPORTS
Learning agreements
▸Valuable, but not a magic bullet
▸Staff need to be aware of their existence and informed of
updates
▸Not all eligible students will come forward
▸Not all students who need support are eligible for one
▸Provisions may be challenging e.g. practical exams,
externally validated courses, patient safety concerns

139. UD: LEARNING SUPPORTS
Common Student support categories
▸Specific learning difficulties e.g. dyslexia
▸Deaf or hard of hearing students
▸Blind or partially sighted students
▸Mobility impairments
▸Significant ongoing illness e.g. cystic fibrosis, cerebral palsy,
epilepsy
What helps, what could be better?

140. UD: READING CHALLENGES
Specific learning difficulties E.g. dyslexia
Whan that Aprille with his shoures soote,
The droghte of March hath perced to the roote,
And bathed every veyne in swich licóur
Of which vertú engendred is the flour;
Whan Zephirus eek with his swete breeth
Inspired hath in every holt and heeth
The tendre croppes, and the yonge sonne
Hath in the Ram his halfe cours y-ronne,
And smale foweles maken melodye,
That slepen al the nyght with open ye,
So priketh hem Natúre in hir corages,
Thanne longen folk to goon on pilgrimages,
And palmeres for to seken straunge strondes,
To ferne halwes, kowthe in sondry londes;
And specially, from every shires ende
Of Engelond, to Caunterbury they wende,
The hooly blisful martir for to seke,
That hem hath holpen whan that they were seeke
Reading this is tiring!

141. UD: LEARNING SUPPORTS
Specific learning difficulties
▸Screen reading software or a
reader service may be helpful
▸Lecture recording - lecturer
permission should be obtained
▸Assistive technology e.g. Read
& Write Gold
▸Livescribe smart pen
TEXT SPEECH

142. UD: LEARNING SUPPORTSTEXT
Specific learning difficulties
▸Spelling & grammar waiver
▸Longer library loans
▸Extra time for assessments
▸E-textbooks and screen readers
▸Note taker or scribe
▸Assistive technology in exams
▸Quiet areas for people with autism

143. UD: LEARNING SUPPORTS
Deaf or hard of hearing students
▸If the person lip reads, stay where they can see your face
▸It may be helpful to repeat audience questions before
answering them
▸Notes provided online
▸Note taker in class
▸Transcription of audio recordings
▸Extra time/supports for assessment

144. Hearing loop (audio induction loop)
www.hearinglink.org

145. UD: CAPTIONS & SUBTITLES
A word on Video captions
▸Useful for many students
e.g. in library, on a bus
▸Subtitles - dialogue text
▸Closed captions - dialogue
plus explanation of sounds
e.g. [laughter]
▸Include them in
instructional videos

146. UD: LEARNING SUPPORTS
Blind or partially sighted students
▸Lecture recordings
▸Copies of notes etc. for audio recording
▸Screen reading technology and text-to-speech software
▸Alternative format textbooks (e-books or Braille)
▸Reader service
▸Dictation service
▸Support for service animals

147. Mobility impairments
▸Is the classroom accessible?
▸Notes available online
▸Assistive technology
▸Suitable desk/chair
▸Note taker
▸Personal assistant
▸Consider temporary impairments e.g. student on crutches
UD: LEARNING SUPPORTS

148. https://www.ted.com/talks/sinead_burke_why_design_should_include_everyone

149. UD: LEARNING SUPPORTS
significant ongoing illness
▸Online resources
▸Allow for medical appointments etc.
▸Extensions on assignments etc.
▸Extra time in assessments
▸Alternative venue
▸Rest breaks
▸Flag well in advance where possible e.g. allergies

150. OTHER UDL CHALLENGES IN EDUCATION
Where next?
▸This session has focused on UDL in the classroom
▸Other challenges exist:
▸Discipline-specific challenges
▸Campus access & facilities
▸Sports & societies
▸Work placement
THIS ‘COURSE’ IS NOT WHA
I EXPECTED…

151. SELF APPRAISAL
How am I doing?
▸Take the quiz
▸https://ahead.ie/Dara/
udlscore/story_html5.
html

152. UD: FURTHER READING
For more information
▸Reading list
▸Slides will follow via email
▸Contact details:
▸karen.dunne@dkit.ie
▸eileen@hellodarling.ie

153. AHEAD CONFERENCE 2020
AHEAD conference 2020
▸“Through the looking glass: reflecting on inclusion from the
boardroom to the classroom”
▸March 26-27 2020
▸Croke Park Conference Centre, Dublin
▸Reduced rate for AHEAD member institutions (most Irish
HEIs)
▸More details on www.ahead.ie

154. TAKE HOME MESSAGE
Key points
▸Try and identify the challenges students face
▸Once you are aware of a problem you can address it
▸Start small - try 1 or 2 things
▸Don’t underestimate the power we all have!

155. “Would you tell me, please,
which way I ought to go from
here?”
“That depends a good deal on
where you want to get to”
- LEWIS CARROLL, ALICE IN WONDERLAND

156. Q5 ON THE EVALUATION
The one change I am going to make in my teaching is…

157. Thank you for your attention

158. ANY
QUESTION
S?

159. APPRECIATION
Thank you
▸AHEAD and the National Forum
▸Blaithin McDonald, National Forum administrator
▸Laura McKenna & Moira Maguire, DkIT CELT
▸Patrick Shivnan, IT support
▸DkIT colleagues
▸Lorna O’Connor and Sean McGreal, DkIT library
▸Geraldine Kneel, DkIT student disability officer
▸Olly Keegan, DkIT exams office

160. Creative Commons Licence:
Attribution-NonCommercial-
ShareAlike 4.0 International