Moving From Reactive Accommodations to Proactive Accessibility
Presented by:
Laura H. King, East Carolina University
Kristin Burnette, East Carolina University
Keywords:
Accessibility, Online Learning, Universal Design
Hear it from the author:
Transcript:
Hello from ECU! I’m Dr. Laura King and my two co-presenters are Dr. Jennifer Williams and
Dr. Kristin Burnette. Our poster is Designing for Everyone: Moving from Reactive
Accommodations to Proactive Accessibility.
Accessibility in online learning is too often left to be addressed only after barriers emerge,
despite evidence that proactive design improves outcomes for diverse learners. Drawing on
Universal Design for Learning, accessibility theory, and inclusive pedagogy research, this
session recommends courses to be born accessible rather than retrofitted in response to
individual needs.
We will share common digital barriers that can impede students with diverse learning needs --
alongside simple fixes through UDL design strategies that can be implemented during initial (and
reactive) course planning to create flexible, equitable, and intentionally inclusive online
environments.
Key Statement:
Born accessible courses eliminate last minute fixes. This session highlights common barriers and offers UDL strategies that help faculty build flexible, inclusive online learning experiences.
Abstract:
Accessibility in online learning is too often left to be addressed only after barriers emerge, despite evidence that proactive design improves outcomes for diverse learners. Drawing on Universal Design for Learning (CAST, 2018), accessibility theory (Burgstahler, 2015), and inclusive pedagogy research (Hockings, 2010), this poster argues for courses that are born accessible rather than retrofitted in response to individual needs. Participants will view common digital barriers that can impede students with diverse learning needs alongside simple fixes through UDL design strategies that can be implemented during initial (and reactive) course planning to create flexible, equitable, and intentionally inclusive online environments.
Outcomes:
1. Identify common digital accessibility barriers in online courses and explain how these barriers impede learning for students with diverse learning needs.
2. Apply UDL‑informed design strategies to address or prevent these barriers during both initial course development or reactive course revisions.
3. Design at least two course elements that reflect born‑accessible principles.
References:
Burgstahler, S. (2015). Universal design in higher education: From principles to practice (2nd ed.). Harvard Education Press.
CAST. (2018). Universal Design for Learning guidelines version 2.2. CAST. https://udlguidelines.cast.org (udlguidelines.cast.org in Bing)
Hockings, C. (2010). Inclusive learning and teaching in higher education: A synthesis of research. EvidenceNet, Higher Education Academy.