Accessibility and Universal Design for Learning

Needed by some, appreciated by everyone

Incoming first-year students participate in Husker Dialogues, a diversity and inclusion event facilitated by more than 370 faculty, staff, and student conversation guides. Husker Dialogues is designed to introduce first-year students to tools they can use.

Photo by Craig Chandler, 2017

Creating accessible digital content allows everyone, including students with disabilities, to participate in the learning experience more fully. Accessibility unlocks features in our technologies that some people need, and others often appreciate. For example, when captions are added to a video, it gives access to learners with hearing impairments. But the captions are also very helpful for multilingual learners, students studying in loud spaces, or wanting to pinpoint the spot they need in a lecture by searching the captions. When accessibility is implemented, it supports a wide range of learners.

Opportunity to participate in digital accessibility research

A team from the Center for Transformative Teaching is conducting a research study examining the effectiveness of the Digital Accessibility training in the Bridge portal at UNL. Anyone who has completed the training is eligible to participate in the study.

Accessibility is part of a larger framework called Universal Design for Learning (UDL). The UDL framework is designed to improve and optimize teaching and learning for all people based on scientific insights into how humans learn. UDL includes accessibility measures and considers ways to address a wider range of barriers, such as motivation, background knowledge, and executive function. This framework focuses on providing different types of materials, engaging students using active learning strategies, and assessing learning using many types of assessments.

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