Principle of Action & Expression - Guideline 1 - Criterion 1 & 2

Universal Design for Learning

Principle of Action  & Expression - Guideline 1 - Criterion 1 & 2

When developing a course using the second principle of Universal Design for Learning, there are three specific guidelines to assist us.  The first, Physical Action, in many ways overlaps with accessibility requirements. A key take home is to not create physical barriers that impede students.

Criterion 1 of this guideline advocates that we vary the methods for response and navigation.

Provide multiple means for students to respond, compose material, or select material.  Since learners vary in how they navigate information, consider providing multiple means of navigation that are accessible so that you provide equal opportunity for interaction.  So things to consider are:

• Having flexible rates, timing, and speed required to interact with instructional materials.  For example, automated presentations that cannot be paused or slowed my not accommodate students with limited vision or motor action.
• Having flexible timing for test taking that accommodates for physical impediment
• Offer alternatives for physically responding.  This could include, marking with a pen, keyboard controls as well as a mouse pointer, or the use of polling in classrooms with mobile technology or clickers.

The second criterion (Criterion 2) of this guideline advocates that we vary the methods for response and navigation.

Supplying a tool is not supplying support for that tool.  Whether it is an online course or a new lab tool, learners often need help navigating the new environment. A significant number of learners use assistive technologies on a regular bases, and it is important to not overlook this.  It is critical that whatever technology we use, it does not impose barriers to those using assistive technologies. Likewise, being physically accessible should not remove the lessons challenge to the learner. A few rules of thumb include:

o   Providing alternatives to mouse actions, such as using tabs.

o   Providing access to alternative keyboards

o   Select software that works seamlessly with keyboard alternatives or assistive technologies

By following these suggestions, your course will assist students communicating and expressing their knowledge, as well as being in line the Principle of Action and Expression in the Theory of Universal Design for Learning.