| Materials Strategy | Likely Effort Level for Educator | Relation to UDL | Technology or Other Required Resources | Impact for Diverse Learners and/or Students with Accommodations |
|---|---|---|---|---|
| Ensure your syllabus is clear and accessible and provides all critical information needed for understanding the course goals, expectations, assessment metrics and schedule of activities and assessments for the class. | Low | Representation and Engagement; The syllabus is often the cornerstone of the course. Making it readable and easily understood is a good way to begin solid engagement. | Word How to Create Inclusive and Accessible Syllabi and Moodle Pages document and checklist | Improved capacity for understanding of expectations and due dates; Greater likelihood of students completing work on time |
| Provide closed captions for videos. | Low or High (see tech column) | Representation; allows students to see the information along with hearing it (or not hearing it if they cannot for whatever reason) | Panopto If you have a student that ADS says MUST have ADA quality captions, we can have them professionally captioned. If you do not, Panopto will automatically create captions that are about 80% accurate. You could then choose to edit them. | While this is a necessary accommodation for some students with a hearing impairment, many students with processing impairments would likely benefit |
| Provide descriptions of assignments in writing with essential information clearly delineated (with bullets, in bold, and underlined) | Low | Representation; Provides clarity of expectations, rather than having essential information buried in multiple paragraphs | Word | Eliminates the need to provide this as an accommodation for individual students |
| Make sure digital copies of reading materials are able to be used by a screen-reader and follow general accessibility guidelines. | Low | Representation; Allows students to use screen-readers and is visually easier to navigate. | Use the conversion tool on the Dickinson College Assistive Technology Page if your file is not already accessible. View this video for general accessibility help in Word and Moodle. | Fosters inclusion for non-native English speakers and those with reading challenges. Eliminates the need for the accommodation of providing texts in accessible formats |
| Record audio file of someone reading required readings. | Medium | Representation; Allows students with reading difficulties to hear the reading with a human voice. | Use a podcast room in the basement of Bosler Hall. Note: You could ask a student to record for you and give them some kind of extra credit. | Same |
| Record a video-lecture providing an in-depth summary of required readings; possibly with slides to augment what’s being said. | High | Representation; Allows students with reading difficulties to learn the material through a video-lecture rather than reading. | Use Panopto and PowerPoint. | Particularly helpful for students with traumatic brain injuries |