Presented at 11:45am in Cotton Creek II on Friday, November 17, 2017.#10266
- Chris Lanterman, Principal Lecturer, Northern Arizona University
- Matthew Minister, Instructional Designer, Northern Arizona University
- Length of Session: 1-hr
- Format: Lecture
- Expertise Level: Beginner
- Type of session: General Conference
This session reports on the technical, instructional, and attitudinal features and strategies applied in the development of two online training modules on UDL. Research findings related to the efficacy of these modules for affecting preservice teachers’ beliefs about disability and inclusion will also be discussed.
Access to curriculum in higher education is a matter of technical, instructional, and attitudinal considerations for students and faculty alike. When infused with content and strategies that conceptualize disability within a social context as opposed to a medical context, training faculty and students in universal design for learning (UDL) can effectively blend all three of these facets of curriculum design. This presentation reports on the development of two online training modules about UDL framed within a medical model of disability and a social model of disability, respectively. The technical, instructional, and attitudinal design features and strategies applied in the development of these two modules will be discussed, along with their connection to UDL principles. Research findings illustrating the differential impact these modules appear to have on beliefs about disability and inclusion of all students among preservice teachers will also be discussed.
- The application of UDL principles promotes both access and participation in online media.
- Instructional design strategies blended with UDL principles promote persistence to completion.
- UDL training framed in a social model of disability positively impacts beliefs about disability.
Accessible Course Design, Other, Teaching about Accessibility in Curriculum, Uncategorized, Web/Media Access
Chris Lanterman is a faculty member in the College of Education at Northern Arizona University and teaches courses in special education, universal design, and disability studies. Chris earned his doctorate in Curriculum and Instruction in 2016. His most recent publications focus on reconceptualizing inclusion through universal design for learning and disability studies in education. Chris has presented at numerous national and regional conferences, including the annual AHEAD conference and the Disability Studies in Education conference. He was the recipient of the 2016 Professional Recognition Award from AHEAD for his work with universal design and universal design for learning.
Matthew Minister is an instructional designer at the e-Learning Center. He started designing and building online courses in the mid 1990s. Starting at Northern Arizona University in 2004, he helps faculty incorporate appropriate technology in their online, blended, and in-person classes. Matt has been active in the Inclusive Design Community of Practice organized by the office of Faculty Professional Development, and he is a member and former co-chair of NAU's Commission for Disability Access and Design (CDAD). Matt also participates in a collaborative effort across NAU, Arizona State University, and the University of Arizona to increase awareness and adoption of Universal Design for Learning (UDL) practices at Arizona's major public universities. Matt is a certified Peer Reviewer for the Quality Matters Program. As a member of the Commission on Disability Access and Design for almost a decade, Matt is known for his knowledge of and advocacy for Universal Design for Learning.