Scheduled at 11:15 am in Penrose 1 on Thursday, November 14.
#39469Speaker(s)
- Rachel Kruzel, Higher Education Specialist, Texthelp
Session Details
- Length of Session: 1-hr
- Format: Lecture
- Expertise Level: Beginner
- Type of session: General Conference
Summary
AT and UDL are key strategies to create a more inclusive campus; positively impacting an entire community while providing the resources learners need. But what if during the adoption and application of AT and the UDL Guidelines, you, or a colleague, unintentionally become a barrier to their implementation and integration? In this session, we’ll explore this question along with tackling barriers, myths and biases that can impede the effective integration of assistive technology in UDL practice.
Abstract
Assistive technology is becoming more mainstream as campuses invest in resources and supports for the learners attending their college campus. With an ever-increasing focus on students with disabilities, those identifying as neurodiverse, paired with the other intersectionalities and groups our learners identify with, assistive technology is continuing to be seen as an essential resource which can and should be made available to an entire campus community. Alongside assistive technology are the Universal Design for Learning Guidelines; an essential resource for any higher education institution. Steeped in theory with the goal of making a campus more accessible and inclusive, its reach and scope can be applied to every facet of the academic portion of a college or university. But what if throughout the adoption and application of assistive technology and the UDL Guidelines, you, or your colleague, unintentionally become a barrier to their implementation and integration?
In this session, we’ll explore this critical question along with tackling head-on the barriers, myths and biases that can impede the effective integration of assistive technology in UDL practice. Attendees will learn how to identify and overcome personal and collective barriers to UDL and assistive technology implementation, so all learners have the resources, tools and support to reach their full potential.
Throughout the workshop, attendees will: 1. Gain practical insights on fostering a mindset that actively seeks solutions, ensuring AT is seamlessly integrated into UDL practices. 2. Explore how to recognize and address personal biases and misconceptions that may inadvertently hinder learner access and success. 3. Identify effective communication strategies and collaborative approaches to guide colleagues toward a more inclusive mindset, fostering a culture of support and collaboration. 4.Create actionable steps to bring back to campus to implement to foster UDL and a more inclusive campus.
Keypoints
- Personal biases and misconceptions can inadvertently hinder learner access and success.
- Communication and collaboration can guide us to be more inclusive, fostering a culture of support and access.
- Action plans brought back to campus can support UDL and AT implementation leading to a more inclusive campus.
Disability Areas
All Areas
Topic Areas
Accessible Course Design, Assistive Technology, Faculty Development & Support, Uncategorized
Speaker Bio(s)
Rachel Kruzel
Rachel Kruzel, ATP, is the Higher Education Specialist for Texthelp where she supports higher education institutions across the United States and Canada as they explore, adopt, and implement technology based literacy, STEM, and accessibility based solutions to help create more inclusive, equitable, and accessible campuses and learning spaces for all students and campus members. She is a RESNA Certified Assistive Technology Professional and spent over ten years working as an Assistive Technology and Accommodations Specialist in Disability Resource Offices prior to coming to Texthelp. During her time in higher ed, she built and developed assistive technology programs at both schools she worked at, as well as coordinated the provision of accommodations. Rachel is a national expert in the areas of assistive technology, digital accessibility, accessible course materials, and accommodation provision around testing and notetaking. Rachel presents both regionally and nationally on these topics and others, as well as consults with students, parents, schools, and organizations.