The article, Universal Design: Implications for Computing Education https://dl.acm.org/doi/10.1145/2037276.2037283 provides examples of the strategies that apply UD to instruction and assessment in the context of a computer science classroom and recommends topics for future research. The examples include:
Select printed materials and prepare a syllabus early to allow students the option of beginning to read materials before the course begins and allow adequate time to arrange for alternate formats, such as books in audio format or in Braille.
Include a statement in her syllabus inviting students to meet with her regarding learning challenges, disability-related accommodations, and/or computer and technology lab access issues.
Provide a comprehensive syllabus that includes learning objectives, a grading rubric, course assignments and deadlines, test dates, and student resources.
Arrange seating to ensure each student has a clear line of sight to her and visual aids and allow room for wheelchairs in multiple locations.
Give students scaffolding tools such as outlines, graphic organizers, and copies of projected materials with room for note taking.
Use large, bold fonts on uncluttered overhead displays.
Speak aloud content presented with visual aids.
Face the class, speak clearly, make eye contact with all students, and refer to students by name.
Incorporate background and contextual information.
Present content in a logical order, summarize what has been covered periodically, and emphasize major points.
Avoid unnecessary jargon and complexity; define new terms and acronyms.
Provide multiple examples of specific concepts to make them relevant to individuals with diverse characteristics with respect to gender, ethnicity, race, socioeconomic status, age, ability, disability, interest, and life experiences.
Repeat questions asked by students to ensure all have heard them.
Encourage students to share multiple perspectives and model mutual respect.
Avoid drawing undue attention to a difference, such as a disability.
Put class notes and assignments [in Canvas or] on a Web site in an accessible, text-based format.
Provide multiple ways to demonstrate knowledge, allow ample time for tests, and use a testing format that is consistent with teaching practices and assignments.
Provide regular feedback and corrective opportunities (e.g., allow students to turn in parts of a large programming project for feedback before the final project is due and give students some credit for correcting errors after an assignment is first submitted).
Know campus protocols for getting materials in alternate formats and arranging for other accommodations for students with disabilities.
Make sure that assistive technology can be made available in a computer lab in a timely manner when requested.
If you have time, consider sharing under this post:
What issues have you seen, or could you imagine, related to equitable treatment of people with disabilities in your classes? What are your thoughts on the approaches for making classes more accessible suggested in the article?
How do you think the concept of universal design interacts and intersects with some of the other ideas we’ve discussed this semester? How can it apply to other aspects of equity and inclusion?
