Our Story: Personnel and Governance
Our Services
Recurring Workshops and Trainings
- Faculty First Fridays / Super Staff Tuesdays: Monthly events dedicated to advancing inclusive practices and peer collaboration.
- UD Lunch and Learns: Informal lunchtime sessions where participants explore key Universal Design concepts and their applications.
- UDL Book Club: A collaborative reading group focused on deepening understanding of Universal Design for Learning principles.
Cross-Departmental Collaborations
- Office of Instructional Technology (OIT): Partnering with OIT to ensure technology tools and resources meet accessibility standards.
- Office of Compliance, Regulations, and Ethics (OCRE): Collaborating with OCRE to align training with regulatory and ethical standards.
- MC Library: Partnering to share resources that support accessibility and inclusive teaching/learning.
Personalized Support
- Open Office Hours: Dedicated time slots for personalized consultations on Universal Design and accessibility.
- UDL in Action: Micro-credential Cohort: A cohort-based program offering hands-on experience in applying UDL principles through a micro-credential.
College-Wide Events
- Inclusion by Design Summit: A bi-annual event showcasing innovative practices and strategies for enhancing inclusivity in education and the workplace.
- Professional Day: A bi-annual annual event dedicated to professional development for faculty and staff.
A Research-Based Approach
Our UDC model is informed by a mix of foundational theories and innovative approaches across various disciplines, ensuring that our strategies are both effective and forward-thinking. By incorporating these research-backed principles, the UDC is able to support the diverse needs of our college community while positioning Montgomery College as a leader in creating equitable, inclusive learning environments. Below are some of the key theories and contributors whose work has shaped our approach:
Maslow’s Hierarchy of Needs (1943): a model of organizing human needs by priority, where at the bottom or most basic level are physiological and safety, then love and belonging, then esteem, and at the top self-actualization. Understanding that students must have their basic needs met before they can fully engage in learning, the UDC can advocate for an inclusive environment that addresses not only educational needs but also supports students’ overall well-being. Compelling updates to Maslow’s theory are found in “Transcend: The New Science of Self-Actualization” by Scott Barry Kaufman (TarcherPerigee Press, 2020).
Bloom’s Taxonomy (1956): classifies educational objectives into a hierarchy of cognitive skills, from basic recall of facts to higher-order thinking. This framework includes six levels: Knowledge, Comprehension, Application, Analysis, Synthesis, and Evaluation. Each level builds upon the previous one, providing a structured approach to developing and assessing critical thinking skills in students. By applying Bloom’s Taxonomy, the UDC can design training programs and educational materials that foster deep, meaningful learning experiences.
Nested Model of Ecological Systems (Bronfenbrenner, 1977): suggests that individuals’ development is influenced by the different systems in which they interact, ranging from immediate environments like family and school to broader societal contexts. Comprehensive change is achievable when all departments and initiatives are interconnected and guided by a shared vision. The UDC aims to create a cohesive, inclusive educational ecosystem by fostering collaboration and alignment across all levels of the college.
Innovation Adoption Curve (Rogers, 1962): describes how new ideas, technologies, or products spread through a population over time, starting with early adopters and eventually reaching the majority. Despite their proven benefits, many organizations struggle to mainstream these practices due to isolated efforts by individual educators rather than a coordinated, institution-wide approach. By understanding this curve, the UDC can develop strategies to accelerate the adoption of inclusive practices across the college.
Vygotsky’s Zone of Proximal Development (1978): Vygotsky’s ZPD describes the range of tasks that a learner can perform with the help and guidance of a more knowledgeable other but cannot yet accomplish independently. This theory emphasizes the importance of social interaction and scaffolding in learning. By applying ZPD principles, the UDC can design educational programs that provide appropriate support and challenges to help all students progress and develop their skills effectively.
Gardner’s Multiple Intelligences (1983): challenges the traditional view of intelligence as a single, fixed trait by identifying multiple types of intelligences, such as linguistic, logical-mathematical, spatial, musical, bodily-kinesthetic, interpersonal, intrapersonal, and naturalistic. This perspective recognizes that students have diverse strengths and learning preferences. By incorporating Gardner’s Multiple Intelligences into UDC initiatives, the college can create more personalized and effective learning experiences that cater to the varied abilities of all students.
Curb-Cut Effect (Blackwell, 2016): The Curb-Cut Effect illustrates how solutions designed for individuals with disabilities can benefit everyone. Originally intended to aid wheelchair users, curb-cuts have proven beneficial for those pushing strollers, riding bikes, and carrying luggage. By advocating for such universally beneficial designs, the UDC aims to create an inclusive environment that enhances accessibility for all community members at Montgomery College.
Alignment with MC’s Strategic Goals
Our work is closely aligned with the overarching goals of Montgomery College outlined in the Strategic Plan. By helping to promote accessibility, we’re helping to enhancing the entire college experience for everyone. Here’s how the UDC helps bring the college’s strategic goals to life:
Enhancing Connections Between MC and Our Community
We’re committed to strengthening the bonds between Montgomery College and the broader community. Through initiatives like our bi-annual ‘Inclusion by Design’ Summit, we bring together educators, students, and community leaders to share ideas and best practices in universal design and accessibility. These events position Montgomery College as a leader in inclusivity, helping us connect with and serve our community better.
Cultivating a Sense of Belonging for Everyone at the College
At the UDC, we believe that everyone should feel welcome and supported at Montgomery College. By removing barriers in both our physical and digital environments, we ensure that all students, faculty, and staff can fully participate in college life. Our continuous professional development programs equip faculty and staff with the tools they need to create inclusive learning spaces that make everyone feel they belong.
Enhancing Educational and Organizational Effectiveness
Universal Design isn’t just about accessibility—it’s also about making everything more effective. By integrating Universal Design for Learning (UDL) principles and digital accessibility standards into our educational and administrative processes, we help improve student outcomes and streamline college operations. This means a better learning experience for students and a more efficient working environment for everyone.
Increasing Economic Impact for Our Students and Community
We know that education is key to economic empowerment. By ensuring that all students, including those with disabilities, have access to high-quality education, the UDC contributes to the economic growth of our community. Our focus on inclusive practices prepares students for success in the workforce, enhancing their employability and supporting the overall economic impact of Montgomery College.
Supporting Regulatory Compliance
Montgomery College is deeply committed to equity and inclusion, and the Universal Design Center (UDC) plays a key role in helping the college meet and exceed legal requirements related to accessibility. Our work supports the implementation of important regulations such as Section 504 of the Rehabilitation Act (1973) and the Americans with Disabilities Act (1990), as well as Montgomery College’s own policies on equal employment, education, and electronic information technology accessibility. Additionally, the UDC is prepared to assist with any operational changes in response to the Title II updates finalized earlier this year, which will take effect in late 2025.
While we are guided by these regulations, it’s important to note that the UDC is not a regulatory body. Instead, our role is to support and guide the college community in applying these rules effectively, bridging the gap between policy and practice. We aim to ensure that compliance with these standards goes beyond mere obligation and becomes an integral part of creating an inclusive environment at Montgomery College.
The difference between Universal Design (UD) and the Americans with Disabilities Act (ADA) is a key aspect of our approach. While both aim to increase accessibility, they operate differently. The ADA is a civil rights law that requires accommodations for individuals with disabilities, mandating equal access. It is often reactive, addressing needs as they arise. In contrast, UD is proactive, designing environments that meet people’s diverse needs from the outset, benefiting everyone by offering flexible options. By integrating UD principles, we can reduce the need for individual accommodations by creating spaces and resources that are accessible to everyone from the start.
Newsletter Archive
December 2024
As we embrace the close of 2024, we reflect on a year marked by significant strides in fostering inclusion by design. This year, we celebrated the 34th anniversary of the Americans with Disabilities Act (ADA), a landmark in our ongoing commitment to accessibility. In April, the Department of Justice updated Title II regulations, mandating that state and local governments ensure their web content and mobile applications are accessible to individuals with disabilities, aligning with the Web Content Accessibility Guidelines (WCAG) 2.1, Level AA standards.
In the realm of education, the Universal Design for Learning (UDL) guidelines were updated to version 3.0, providing a more robust framework to support diverse learners. At MC’s Universal Design Center, we hosted two successful Inclusion by Design Summits, bringing together thought leaders and practitioners to share strategies and best practices. Additionally, we introduced the CLEAR Framework, empowering our community to create accessible documents and presentations that enhance learning experiences for all students.
In this December edition of our newsletter, we focus on the first principle of the CLEAR Framework: Caption Everything. Captions are essential for making audio and video content accessible, benefiting not only individuals who are deaf or hard of hearing but also enhancing comprehension for all viewers. We will explore effective methods for implementing captions and the broader impact of this practice on inclusivity.
Thank you for your dedication to fostering an inclusive environment at UDC. Together, we continue to advance accessibility and equity for all members of our community.
Warm regards,
The Universal Design Center Team
CLEAR Framework: Caption Everything
Captions are much more than simple text overlays—they are the lifeline that connects multimedia content to a broader audience, ensuring inclusivity and accessibility. They serve as a bridge between spoken words, music, sound effects, and visuals, translating the auditory experience into a written format. In essence, captions are a form of storytelling, where every sound and silence is transcribed to create a richer experience for viewers.
Captions typically come in two formats: closed captions (CC) and open captions. Closed captions can be turned on or off by the user, while open captions are always visible because they are “burned” into the video. Both types of captions include not only the dialogue but also critical audio cues such as laughter, applause, or environmental sounds like thunder or a ringing phone, all of which are crucial to understanding the full context of the video.
Historically, captions were seen primarily as a tool for individuals with hearing impairments, but their utility has grown significantly in the digital age. Today, captions are widely used by anyone who wants or needs to engage with video content in a more flexible way—whether they’re watching in a noisy coffee shop, learning a new language, or simply digesting information in a preferred format.
Why Are Captions Important?
Captions are not just a “nice-to-have” feature—they’re a critical component of accessibility and communication in our increasingly multimedia-dependent world. Their importance spans several dimensions:
- Accessibility: For the millions of people who are deaf or hard of hearing, captions are an absolute necessity. They make video content not only watchable but comprehensible. However, accessibility isn’t limited to hearing impairments. Captions also benefit individuals with auditory processing disorders, cognitive disabilities, or even temporary hearing loss due to illness or injury. In these scenarios, captions ensure that no one is excluded from accessing important information or entertainment.
- Comprehension: Captions are invaluable for people learning a new language or those who may struggle to understand different accents or fast-paced dialogue. For students, captions can reinforce learning by providing a textual accompaniment to spoken information, allowing them to process and retain material more effectively. This can also be crucial for younger audiences or individuals engaging with technical or unfamiliar topics.
- Legal Compliance: Laws like the Americans with Disabilities Act (ADA), Section 508 of the Rehabilitation Act, and similar international mandates require accessible video content, especially for public organizations, educational institutions, and employers. Non-compliance can result in lawsuits, fines, or reputational damage. Beyond legal ramifications, adhering to accessibility standards demonstrates an organization’s commitment to inclusivity and equity.
- Wider Reach: With captions, content creators can reach a global audience. Viewers in sound-restricted environments, such as public transportation or quiet workplaces, rely on captions to engage with content. Additionally, social media platforms like Instagram and Facebook autoplay videos without sound by default, making captions a vital tool for grabbing viewers’ attention.
Who Benefits from Captions?
While captions are often associated with aiding individuals with hearing impairments, they benefit an incredibly diverse range of people:
- Students and Educators: Captions enhance the learning experience by catering to different learning styles. Visual learners, for example, benefit from reading along with spoken content. Educators can use captions to support inclusive classrooms and foster a sense of belonging among students with varying needs.
- Employees and Professionals: In workplace training scenarios, captions ensure that all employees can access instructional materials. Whether it’s compliance training or professional development, captions create an inclusive environment where no one is left behind.
- Global Audience: In our connected world, captions make content more accessible for non-native speakers. They also support audiences with diverse linguistic backgrounds who may struggle with accents, slang, or complex terminology.
- General Public: Captions provide practical benefits for anyone, from commuters watching videos in silence to parents juggling household noise while keeping up with the latest online content.
Captions are a universal tool, providing not only a richer experience but also the opportunity to learn, connect, and engage across barriers.
Are Auto-Generated Captions Acceptable?
Auto-generated captions have come a long way, but they are far from perfect. While they can serve as a starting point, they should never be relied upon for finalized content. Here’s why:
- Accuracy Issues: Auto-generated captions often misinterpret words, especially technical jargon, names, or accents. These errors can distort the meaning of the video, leading to confusion or misinformation.
- Inaccessibility Risks: Incorrect captions can be just as harmful as no captions at all. For example, if a deaf viewer relies on captions for understanding and the captions are inaccurate, the content becomes inaccessible.
- Legal Consequences: Using unedited auto-captions for public-facing content may fail to meet accessibility compliance standards. This could expose creators or organizations to lawsuits and fines.
- The bottom line: Auto-captions can save time, but they must be reviewed and corrected to meet accessibility standards and ensure inclusivity.
Resources to Support Captioning
The CLEAR Framework: Caption Everything Guide serves as a comprehensive document to understanding, implementing, and leveraging captions to foster accessibility and inclusivity in multimedia content. It begins by introducing captions as a vital tool for connecting diverse audiences to multimedia experiences, detailing their formats, importance, and the wide range of benefits they provide, from accessibility to legal compliance and engagement.
The document delves into practical steps for adding and refining captions on platforms like YouTube, enabling live captions in virtual settings such as Microsoft Teams and Zoom, and adhering to best practices for accuracy and inclusivity. It emphasizes the critical role of captions in aligning with WCAG 2.2 standards and ensuring content accessibility for all.
Additionally, the framework incorporates a self-assessment section for evaluating captioning practices, offering actionable checklists and alignment tips for instructors and content creators. By blending technical guidance with user-centric insights, the document equips readers to create accessible, equitable, and engaging multimedia environments.
+1 Challenge
December’s +1 Challenge is for you to make a minor modification to your Spring course content that can significantly impact accessibility.
- Caption Everything
- What to Do: Ensure that every video or multimedia element in your spring course is captioned. If you already have auto-generated captions, take it one step further by reviewing and editing them for accuracy.
- Impact: Provides accessibility for students who are deaf or hard of hearing. Supports learners with auditory processing difficulties or cognitive disabilities. Helps ESL students and others engaging with course content in a noisy or silent environment. Meets legal compliance standards (e.g., ADA, Section 508) and demonstrates your commitment to inclusivity.
Take Action Today!
Start small: caption a single video this week, and by the end of January, aim to caption your course’s multimedia content. Let’s create a more accessible learning environment, one step at a time.
November 2024
Thank you to everyone who participated in the October 25 Inclusion by Design Summit! This bi-annual event provided over 225 hours of professional development and brought together faculty, staff, and accessibility advocates from across our college and beyond. It’s inspiring to witness our community’s dedication to inclusivity, collaboration, and fostering accessible, equitable learning environments. We’re excited to keep this momentum going as we look ahead to our next summit on Friday, April 11, 2025, where our theme will be When Accessibility Leads, Belonging Follows.
In response to the recent updates to Title II of the ADA, MC’s Universal Design Center is strengthening its commitment to accessibility by introducing the CLEAR Framework. This practical framework will support faculty, staff, and administrators in adapting digital content to meet the new ADA requirements, ensuring that our community is legally compliant and universally accessible.
With the CLEAR for Accessibility Campaign, we’ll focus on one part of the CLEAR Framework each month, giving you the resources and skills to confidently apply accessibility practices across all digital content. By implementing the CLEAR principles, you’ll create materials that comply with ADA standards and are welcoming and engaging for every member of our community.
Let’s start this journey together to ensure Montgomery College is a leader in accessibility, innovation, and inclusivity!
ADA Title II Update: Why It Matters
On April 24, 2024, the Department of Justice updated Title II of the Americans with Disabilities Act (ADA), which requires all state and local governments, including public educational institutions, to make their digital content fully accessible. This encompasses all online resources, including websites, online course materials, mobile apps, PDFs, multimedia, and more. These changes aim to ensure people with disabilities have equal access to public information and services, a principle we uphold at MC. For more information, please read the full rule. The official version of the rule is published in the Federal Register.
The new rule mandates compliance with WCAG 2.1 Level AA standards, an internationally recognized framework addressing accessibility needs across visual, auditory, motor, and cognitive disabilities. At MC, our commitment to these standards goes beyond legal requirements; it reflects our dedication to fostering inclusion, equity, and belonging. To lead in accessibility, we’ve adopted WCAG 2.2 Level AA as our benchmark.
What does this mean for our community? As of April 24, 2026, MC is tasked with ensuring that all digital content is accessible in response to the ADA’s Title II changes. This may feel like a big change, but we’re working behind the scenes to make it easier and develop support for the MC community. By following the CLEAR Framework, you’ll have a structured, step-by-step guide to meeting ADA Title II standards, helping to make accessibility a seamless part of your daily work.
Introducing the CLEAR Framework
To support our college community in understanding and meeting these new requirements, Dr. Paul Miller has developed the CLEAR Framework—a simplified approach to achieving digital accessibility. Each letter in “CLEAR” represents a core accessibility principle designed to help you create content that is clear, engaging, and accessible to all.
The CLEAR Framework breaks accessibility into manageable actions that help you comply with ADA Title II regulations while enhancing the learning experience for all students.
Monthly Focus on Each CLEAR Principle
To help everyone integrate the CLEAR Framework into their daily practice, we’ll focus on one element of CLEAR each month. This gradual approach will allow us to provide in-depth resources, tips, and examples, supporting a comprehensive and sustainable transition.
Our Monthly Plan:
- December: C – Caption Everything We’ll kick off the series by focusing on captioning and transcription. This issue will cover practical tools for captioning, such as YuJa, YouTube, and Zoom, with step-by-step guides for ensuring accuracy. You’ll also learn how captions benefit a wide range of learners, from those with hearing disabilities to individuals who simply prefer visual aids.
- February: L – Logical Layout In February, we’ll explore strategies for creating a logical, accessible layout in your courses and materials. We’ll share best practices for organizing content, from clear navigation structures to consistent use of headings (H1, H2, H3). This issue will also feature examples from faculty who have successfully implemented these changes in their courses.
- March: E – Easy to Read Our March issue will look at readability, focusing on fonts, color contrast, and plain language. You’ll find tips on choosing accessible fonts, creating high-contrast text, and writing content in plain language, making your materials more accessible for everyone, including people with cognitive disabilities.
- April: A – Alt Text for Images In April, we’ll cover how to create effective alt text for images, charts, and other visual content. You’ll learn how to describe images in a way that conveys their purpose and meaning, ensuring screen reader users can fully engage with the visual elements of your content.
- May: R – Responsive Design Finally, in May, we’ll focus on responsive design, exploring how to create content that works across multiple devices and screen sizes. We’ll provide tips for testing content on different devices and ensuring that your layout is flexible and user-friendly so all students can easily access information regardless of the device they’re using.
With this month-by-month approach, you’ll gain a deep understanding of each principle, making it easier to implement and sustain these practices over time.
Resources to Support Your Accessibility Journey
The Universal Design Center is committed to making this transition as smooth as possible. To support you, we’re offering a suite of resources designed to help you integrate the CLEAR Framework into your work:
- Workshops & Webinars: Join our virtual training sessions for a deep dive into each component of CLEAR. Whether you’re a beginner or looking to refine your skills, our workshops provide practical, real-time experience to support your journey.
- One-on-One Consultations: Need specific advice? Schedule a personalized consultation with our UDC experts. We’re here to answer your questions and work with you on any accessibility challenges you may face in your content.
- Coming Soon! Quick Start Guides: Our guides offer easy-to-follow instructions on implementing each CLEAR principle, with examples and tips tailored to different types of content and formats.
In addition, the ELITE Professional Development Team offers resources focused on inclusive teaching and learning, which align closely with the CLEAR principles.
Accessibility is a shared responsibility; together, we can make a lasting impact. By committing to the CLEAR Framework and engaging with our resources, you’re helping to create a more inclusive environment at MC. Each step toward digital accessibility brings us closer to our goal of providing equitable, high-quality education for all.
Stay tuned for each monthly issue as we explore the CLEAR principles in detail. Let’s work together to ensure Montgomery College remains a leader in accessibility and inclusivity.
For the latest news, resources, and event information, visit our website.
Getting Started with Digital Accessibility: Myths vs. Facts
It’s easy to feel overwhelmed by the idea of digital accessibility, especially when misconceptions can make it seem more complicated than it really is. Let’s dispel some common myths and uncover the facts about how making small adjustments can lead to big improvements in accessibility for all users.
- Myth: Digital accessibility is too time-consuming and complex; I’m already busy. Fact: Small, simple changes like adding alt text to images or using clear formatting can significantly improve accessibility.
- Myth: Accessibility only benefits people with disabilities. Fact: Accessible design enhances the experience for everyone, improving clarity and organization of documents and offering captions that aid non-native speakers or those in noisy environments.
- Myth: I need specialized tech skills to increase digital accessibility. Fact: Most accessibility improvements—such as using easy-to-read fonts, proper formatting, color contrast, or clear language—are straightforward and require minimal technical expertise.
Monthly Resource Round Up
- Checklists: Ultra Accessibility Checker (Powered by Ally) Accessible content ensures inclusivity and meaningful engagement for diverse learners. To create accessible content in your Ultra Documents, you can use the Ultra Accessibility Checker (Powered by Ally). The Ultra Accessibility Checker capability is built into Learn Ultra. Learn More
- Video: Active Learning Strategies by Johns Hopkins University In this video series created by the Center for Teaching and Learning at UMass Amherst, you will find insights on how to use an inclusive design perspective when creating a syllabus. Grounded in a review of relevant literature, the series follow six intersecting principles that serve as a scaffolding framework for the (re)design of course syllabi. Explore the Videos
- Infographic: The New CAST UDL 3.0 Framework CAST recently updated their UDL framework, with an increased focus on equity, enhanced clarity, and improved integration of technology. See the updated UDL framework here
Universal Design Center website
+1 Challenge
November’s +1 Challenge is for you to make a minor modification to your course content that can significantly impact accessibility.
Use Simple and Clear Language
What to Do: Use straightforward language and avoid unnecessary jargon.
Impact: Assists learners with cognitive disabilities, ESL students, and improves general comprehension
October 2024
Hello Montgomery College Community!
This October, we are excited to feature the Leggett Building at the Takoma Park/Silver Spring Campus, a showcase of Universal Design (UD) in action. As our newest state-of-the-art facility, nearly two decades in the making, this building represents a major step forward in creating accessible, inclusive learning environments at MC. It incorporates innovative features to support all students, staff, and faculty.
This issue also includes policy updates, a quick tip sheet on accessibility, and details about the upcoming Inclusion by Design summit. We hope you enjoy this edition and discover valuable insights to enhance accessibility in your daily work.
UDC Website
Our website is being redesigned to bring you a fresh and improved experience. Please pardon the dust as we work to make accessibility and inclusion more central to everything we do.
Calls to Action:
- Click around and explore our new resources.
- Check back for more updates.
- Check the calendar and register for upcoming trainings.
- Stay tuned for future announcements.
- Reach out with your suggestions and feedback—we’d love to hear from you!
Best regards,
The UDC Team
Resource Highlight: Whole Building Design Guide (WBDG)
WBDG is maintained by the US government’s National Institute of Building Sciences. It is an online gateway to up-to-date information on integrated ‘whole building’ design techniques and technologies. The goal of ‘Whole Building’ Design is to create a successful high-performance building by applying an integrated design and team approach to the project during the planning and programming phases.
Check out this article that explores the relationship between Universal Design (UD) and accessibility, highlighting how UD creates spaces that are usable, intuitive, and beneficial for everyone, regardless of ability.
Register Today!
Mark your calendars for Friday, October 25, 2024! This year’s Inclusion by Design Summit will be a full day dedicated to exploring the latest in Universal Design, Accessibility, and Inclusive Practices. The live, online event will feature a keynote presentation and a variety of 30 to 60-minute information sessions and workshops on various topics, including:
- Inclusive Learning Through Active Conversation Strategies
- Library Accessibility Tools
- Dismantling Linguistic Bias in Higher Education
Leggett Building: A Model of Universal Design at Montgomery College
The new Catherine and Isiah Leggett Math and Science Building, part of Montgomery College’s Takoma Park/Silver Spring Campus, is a $95.5 million project that has been in the college’s Master Plan since 2004. It replaces aging buildings—one 60 years old and the other 42 years old—with a state-of-the-art facility designed to foster collaborative learning and inclusivity. Built with thoughtful design by SmithGroup and construction led by Barton Malow, the structure features 142,000 square feet of learning space, including classrooms, a planetarium, a greenhouse, purpose-built labs, and flexible study spaces that cater to diverse learning needs. With its emphasis on Universal Design (UD) principles, the building is not only modern and functional but also deeply rooted in inclusivity and accessibility.
Honoring the Leggett Legacy
Catherine Leggett, a former First Lady of Montgomery County, and her husband, Isiah Leggett, who served as the County Executive for 12 years, are prominent advocates for education and social equity. Their support for the building reflects their commitment to fostering access and opportunity within the community. The Leggetts have long championed educational initiatives, and their contributions have been vital in creating this state-of-the-art space, which stands as a testament to their dedication to inclusive learning at Montgomery College.
Key Universal Design (UD) Features in the Leggett Building
The Leggett Building at Montgomery College embodies the principles of Universal Design (UD), ensuring that all students, faculty, and staff can benefit from its thoughtfully designed spaces. This state-of-the-art facility prioritizes accessibility and inclusivity, offering features that accommodate a wide range of physical, mental, and sensory abilities. Below are some of the key UD elements that make this building a model of accessibility:
Equitable Use: The design is useful and welcoming to people with diverse abilities, ensuring that everyone can benefit equally.
- Outside: Accessible parking with curb cuts, ramps, automatic door openers, and covered entries for weather protection.
- Inside: Varied room sizes, flexible seating options, all-gender restrooms, and mixed-height water stations ensure inclusivity.
Simple and Intuitive Use: The layout is easy to understand and navigate, regardless of a user’s experience, knowledge, or concentration level.
- Clear signage, digital wayfinding boards, tactile maps, easy card swipe readers, and accessible stairs and elevators simplify the experience.
Size and Space for Approach and Use: Adequate space is provided for approach and use, accommodating various body sizes, postures, and mobility needs.
- Wide hallways, high ceilings, spacious stairways, and open balconies enhance visibility and ease of movement.
Perceptible Information: Information is communicated effectively, regardless of sensory abilities or environmental conditions.
- High-contrast signage, anti-glare flooring, acoustic paneling, and digital displays with visual/audio components, along with tactile elements, assist with navigation.
Low Physical Effort: The design minimizes physical effort, allowing users to navigate the space with comfort and ease.
- Automatic doors, touchless restroom features, and centrally located elevators reduce physical strain for all users.
How the Building Supports Learning and Accessibility
The Leggett Building goes beyond accessibility by actively supporting diverse learning needs. The Math and Science Learning Center offers an adaptable environment, allowing students to select spaces that match their study preferences, whether for quiet reflection, tutoring, or group collaboration. The variety of technical labs, the planetarium and the greenhouse provide hands-on learning experiences, while the inclusion of assistive technology and flexible classroom designs ensures that all learners can engage deeply with course material.
“The Leggett Building’s design supports not just accessibility but enhances the overall experience for all students, faculty, and staff,” said UDC Co-Chair Dr. Paul Miller. These features make it an inviting, clean, and comfortable place to be, encouraging students to spend more time there. By integrating elements like natural light, flexible furniture, and spacious, open areas, the building creates a welcoming environment that fosters learning, collaboration, and relaxation. This inclusive approach ensures everyone can enjoy and benefit from the space, regardless of their abilities or needs.
We invite you to explore the Leggett Building and experience firsthand how Universal Design principles create an environment that fosters accessibility, learning, and growth for all.
Accessibility Policy and Regulations Insights
This section provides a focused overview of essential accessibility standards that shape our practices at MC. Staying informed and compliant with these guidelines ensures we continue to foster an inclusive environment for all members of our community. From WCAG 2.1, Level AA compliance to Section 508 of the Rehabilitation Act, these policies provide the framework for creating digital content that is accessible, equitable, and usable by everyone, including those with disabilities.
Below, we highlight key criteria and examples of how these standards are applied in our higher education setting.
WCAG 2.1, Level AA Compliance: Key criteria include providing text alternatives for non-text content, captions for multimedia, making navigation accessible via keyboard, ensuring color contrast, and allowing users to adjust text size. This standard ensures that websites are perceivable, operable, understandable, and robust for all users. Note: There are exceptions for archived and third-party content.
Section 508 of the Rehabilitation Act of 1973: In a higher education setting, Section 508 compliance means ensuring that all digital content (like course materials, websites, and software) is accessible to everyone, including those with disabilities. This promotes inclusivity across all roles in the college community. Common examples include:
- Faculty providing accessible course documents with proper headings and alt text for images.
- Staff ensuring that administrative forms are compatible with screen readers.
- Leadership making sure internal communications are accessible.
- Students using accessible e-learning platforms, with features like captioned videos and keyboard navigation.
MC is committed to providing equal access and opportunities to persons with disabilities, including education, employment, programs, services, and activities. Check out MC’s Accessibility policies:
- Information and Communication Technology Accessibility – Montgomery College Policy #66004
- Employment of Individuals with Disabilities – Montgomery College Policy #32106
- Equal Education Opportunity and Non-Discrimination Policy – Montgomery College Policy #41002
Learn more about Accessibility at MC.
Quick Tips: Digital Accessibility Myths vs. Facts
It’s easy to feel overwhelmed by the idea of digital accessibility, especially when misconceptions can make it seem more complicated than it really is. Let’s dispel some common myths and uncover the facts about how making small adjustments can lead to big improvements in accessibility for all users.
Myth: Digital accessibility is too time-consuming and complex; I’m already busy.
Fact: Small, simple changes like adding alt text to images or using clear formatting can significantly improve accessibility.
Myth: Accessibility only benefits people with disabilities.
Fact: Accessible design enhances the experience for everyone, improving clarity and organization of documents and offering captions that aid non-native speakers or those in noisy environments.
Myth: I need specialized tech skills to increase digital accessibility.
Fact: Most accessibility improvements—such as using easy-to-read fonts, proper formatting, color contrast, or clear language—are straightforward and require minimal technical expertise.
Monthly Resource Round Up
Checklists: Course Accessibility Features
Before diving into your course content this semester, make sure everything is accessible! This handy checklist from Sonoma State University will guide you through the essential steps to ensure your course materials meet accessibility standards.
Video: Active Learning Strategies by Johns Hopkins University
Transform your classroom into an active learning environment with these strategies from Johns Hopkins University. This short video will inspire you to engage your students in meaningful ways that promote deeper understanding and retention.
Infographic: The New CAST UDL 3.0 Framework
CAST recently updated their UDL framework, with an increased focus on equity, enhanced clarity, and improved integration of technology.
See the updated UDL framework here
+1 Challenge
October’s +1 Challenge is for you to make a minor modification to your course content that can significantly impact accessibility.
Engage All Participants in Your Next Online Meeting
Use Breakout Rooms: Divide participants into smaller groups to encourage more intimate discussions and collaboration. This gives everyone a chance to share their thoughts.
Utilize Polls and Quizzes: Incorporate live polls or quick quizzes to gather input and keep attendees engaged. It helps create an interactive experience.
Activate the Chat Function: Encourage participants to share questions, comments, or reactions in the chat. This enables quieter individuals to contribute without the pressure of speaking aloud.
September 2024
Message from Dr. Paul Miller, UDC Co-Chair
Dear Colleagues,
Welcome to a new academic year at Montgomery College! As we embark on this exciting journey together, I’m thrilled to introduce this month’s theme: Kickstarting the Semester with Universal Design for Learning (UDL). At MC, we are deeply committed to creating an inclusive and equitable learning environment, and universal design is at the heart of these efforts.
I’d like to take this opportunity to remind everyone of the critical responsibility we hold in ensuring the accessibility of our instructional materials. As per College Policy 66004 – Information and Communication Technology Accessibility, “All instructional materials and online courses created by a program, unit, or faculty must be fully accessible to individuals with disabilities at the same time they are available to any other student enrolled in that program.” This is not just a recommendation but a fundamental obligation to our students, ensuring they have equal access to the resources they need to succeed.
In this month’s edition, you’ll find practical strategies, workshop opportunities, links to valuable articles and other resources, and more to help you integrate universal design into your teaching and work practices. Whether you’re continuing your journey with universal design or just starting out, our goal is to provide you with the tools and insights needed to navigate the term effectively.
I’m also excited to introduce Adam Reed, our new UDC Coordinator. Adam’s primary focus will be to support the UDC as we elevate its presence across the College. He brings a wealth of experience in inclusive pedagogy, instructional design, and accessibility, and is eager to collaborate with you to enhance our inclusive practices. You can read more about Adam in his welcome note below.
This year, we are focusing on practical approaches to weaving universal design principles into our daily teaching and work practices. We’re here to support you through a variety of professional development opportunities, including workshops, training sessions, and one-on-one consultations. Our aim is to empower you to produce work that is both inclusive and effective, making our college a model of accessibility and excellence.
Thank you for your dedication to our students and for your commitment to continuously improving your teaching practices. I look forward to working with you throughout this term and beyond.
Best regards,
UDC Co-Chair
Hello everyone!
I’m excited to join you as the new UDC Coordinator and I look forward to collaborating with you. Let me take a moment to introduce myself and share how I may be able to support the work you’re already doing.
I am a Maryland native and a graduate of MCPS. After college I spent my first 10 years working in schools as an English/ESL teacher, department head, academic advisor, and instructional coach. During this time I developed passions for inclusive pedagogy and restorative justice. I began contracting with federal government agencies and technology companies to create accessible learning experiences for internal and external use. I have a BA in Criminal Justice from Penn State, a M.Ed. from Cal. State and a MA in Philosophy from St. John’s College in Annapolis.
As the UDC Coordinator here at MC, my role is to support you in implementing Universal Design strategies across our college. This includes providing tailored professional development opportunities, offering consultations on inclusive practices, and sharing industry resources. I’m here to collaborate, answer your questions, and support you in any Univeral Design related needs. Please don’t hesitate to reach out if you’re looking for guidance, resources, or simply want to brainstorm ideas on how to make your work even more productive and inclusive.
Looking forward to working with you this term and beyond!
Adam Reed
Compliance Insights
Insight #1: ADA Compliance through Proactive UDL Integration
The ADA requires that educational institutions provide reasonable accommodations to students with disabilities. This semester, take a proactive approach by embedding UDL strategies into your course design from the start. For example, consider offering lecture notes in multiple formats (e.g., text, audio, and visual aids) and using accessible digital tools like Blackboard Ally. This not only ensures compliance with ADA but also minimizes the need for reactive accommodations later in the term.
Action Step: Review your course materials and identify one area where you can apply a UDL principle (such as multiple means of representation) to enhance accessibility for all students.
Insight #2: Aligning with Section 504 through Accessible Course Materials
Section 504 mandates that students with disabilities receive appropriate accommodations to access educational opportunities. As you prepare for the semester, ensure your course materials are accessible by providing them in multiple formats—such as PDFs with text-to-speech compatibility, captioned videos, and accessible slide decks. This practice not only meets legal requirements but also supports diverse learning styles.
Action Step: Use Blackboard Ally to audit your course materials and make necessary adjustments to ensure compliance with Section 504.
Insight #3: Enhancing Digital Accessibility with WCAG Compliance
The WCAG guidelines are crucial for ensuring that all digital content is accessible to students with disabilities. This semester, focus on meeting WCAG standards by ensuring that your online materials—like course websites, documents, and multimedia—are fully accessible. Utilize tools like Blackboard Ally to assess and improve the accessibility of your digital content, making it easier for all students to engage with your materials.
Action Step: Run an accessibility check on your course website or online materials using WCAG criteria, and make at least one improvement based on the results to enhance digital accessibility.
5 Strategies for Kickstarting the Semester with UDL
Icebreaker Activities: Start the fall semester with a creative, hands-on activity to help students connect with each other and you. For example, use a Name Tent activity where students share something unique about themselves, which fosters a sense of community.
Update Your Syllabus Using UDL Standards: Make sure your syllabus is accessible to all students. Use resources like CAST’s tips or this rubric to guide your updates.
Clarify Lesson Goals: Begin and end each class by highlighting the goals for the lesson and how they fit into the broader course. Display learning outcomes on the board to help students map out their learning journey.
Record and Upload Class Sessions: Recording your classes and uploading them to Blackboard gives students the flexibility to review material at their own pace, accommodating different learning speeds and needs.
Optimize Your Digital Slides: Ensure that your digital slides are accessible by using large fonts, high contrast, minimal text, and including alt text for images. This ensures that all students, including those with visual impairments, can engage with your content.
Monthly Resource Round Up
Video: Active Learning Strategies by Johns Hopkins University
Podcast: “Student Choice Menus” by Think UDL
Infographic: The New CAST UDL 3.0 Framework
+1 Challenge
May 2024
Success at the Inclusion by Design Summit: Navigating the Future of Inclusive Education
The Inclusion by Design Summit, held on April 12, 2024, at the Universal Design Center (UDC) at MC, marked a significant milestone in advancing inclusive education. This bi-annual event drew over 150 educators, designers, and technologists, all eager to shape a more inclusive future in education.
Hosted virtually, the summit offered a platform not just for discussion but for communal learning and growth. The central theme revolved around embracing and championing inclusive design practices, providing attendees with the necessary tools and knowledge to integrate these into their environments.
A Diverse Lineup of Workshops
The summit featured an array of workshops designed to cater to a variety of educational needs and perspectives:
- Inclusive Curriculum Design by Dr. Brandon Wallace focused on creating curricula that reflect the voices and experiences of all students. This workshop provided tools and strategies for educators to develop learning environments that are not only inclusive but also engaging.
- UDL Principles and Practices in Action presented by Adam Reed, dove into the Universal Design for Learning framework, offering practical implementation tips for lesson planning and classroom interactions to accommodate diverse learning styles.
- Creating Culturally Responsive Classrooms by Dr. Alla Webb and Professor Ray Gonzales explored strategies to recognize and respect the cultural backgrounds of students, emphasizing the importance of cultural competence in education.
- Leveraging EdTech for Inclusive Education by Gloria Barron examined how technology could be integrated to ensure equitable learning opportunities for all students, highlighting the significant role of inclusivity in educational settings.
- Empowering Students through Inclusive Pedagogies led by Dr. Angela Lanier, addressed how educators can leverage students’ strengths and experiences to enhance learning. The workshop emphasized participatory learning practices like co-creating and self-reflection, fostering student engagement and ownership of their learning journey.
- Fostering Emotional Intelligence and Social Inclusion in Higher Education by Phil Bonner delved into the crucial role of emotional intelligence in creating inclusive educational environments. Participants explored teaching strategies to enhance empathy, self-awareness, and social skills, aiming to create a supportive and inclusive atmosphere in classrooms.
Keynote Highlights
One of the highlights of the summit was the keynote address by Megan Calvert on Including All Voices: Dismantling Linguistic Bias in Higher Education. Addressing the often overlooked issue of language discrimination, Calvert provided insights into how linguistic biases can create barriers and limit academic participation, offering practical strategies to promote inclusivity in teaching.
Looking Forward
The success of the Inclusion by Design Summit reflects a growing commitment among educational professionals to foster inclusive environments. The shared experiences and insights from the summit not only equipped participants with innovative tools and practices but also energized them to apply these lessons in their educational spaces.
Excitingly, the next Inclusion by Design Summit has already been scheduled for October 25, 2024, with the theme “Building Bridges through Inclusive Design.” This upcoming event promises to continue the critical conversations and innovations started at this year’s summit, further enhancing the pursuit of a truly inclusive educational landscape.
As the summit concluded, the sense of community and shared purpose was palpable. With the ongoing dialogue and development of inclusive practices, the landscape of education is set to become as diverse and welcoming as the world it serves.
Inclusion by Design Summit – Fall 2024
Building Bridges Through Inclusive Design
October 25, 2024
9:30 a.m.-3:00 p.m.
Celebrating Inclusion: MC’s Annual Move the Needle Challenge on Global Accessibility Awareness Day
On Thursday, May 16, 2024, join the global community in celebrating the 13th annual Global Accessibility Awareness Day (GAAD) at MC. This special day aims to ignite conversations and increase understanding about digital access and inclusion for over one billion people worldwide living with disabilities or impairments.
The Critical Need for Digital Accessibility
Digital accessibility ensures that individuals with disabilities can independently engage with digital content and applications, whether on the web or mobile platforms. Recent studies, like WebAIM’s analysis of one million home pages, reveal a concerning trend: 98.1% of home pages have at least one WCAG 2.0 failure, with common issues ranging from low contrast text to missing alt text for images. These accessibility failures not only limit user engagement but also represent a significant oversight in serving a diverse audience.
MC’s Commitment: The Move the Needle Challenge
In alignment with GAAD, MC is set to host its annual Move the Needle Challenge using Blackboard Ally. This initiative reflects MC’s dedication to enhancing digital accessibility across its platforms. Blackboard Ally is designed to help institutions like MC make their digital content more accessible by providing feedback, guidance, and tools to fix common accessibility issues.
Learn more about Blackboard Ally.
Participating in the Move the Needle Challenge during the Global Accessibility Awareness Day (GAAD) at MC can be a rewarding and educational experience. Here’s a step-by-step guide to help you get the most out of the challenge:
- Analyze Content: Use Blackboard Ally within the MC’s learning management system to analyze course materials or other digital content you have access to.
- Follow Recommendations: Blackboard Ally will provide feedback and suggestions for improving accessibility. This might include adding alt text to images, ensuring sufficient color contrast, and more.
- Make Adjustments: Apply the changes recommended by Blackboard Ally. This could involve editing HTML code, modifying document structures, or updating settings in digital tools.
- Document Changes: Keep track of the modifications you make. This documentation can be useful for reflection or sharing your progress during the challenge.
Share your changes with the UDC to be entered to win MC merch!
Join Us in Making a Difference
This GAAD, be part of a movement that champions equality and inclusion. Whether you’re a student, educator, or tech professional, your involvement can help drive change and promote a more accessible future for all. Let’s take this opportunity to learn, share, and commit to making accessibility a priority in our digital world.
Disability Discrimination and Technology Accessibility
U.S. Department of Justice, Civil Rights Division Final Rule on Nondiscrimination on the Basis of Disability; Accessibility of Web Information and Services of State and Local Government Entities. With the new Final Rule, the Department establishes technical requirements for public entities to fulfill their obligations under Title II of the Americans with Disabilities Act (ADA) “to provide equal access to all of their services, programs, and activities that are provided via the web and mobile apps.” The Final Rule requires that such web and mobile app content, with some limited exceptions, must meet the Web Content Accessibility Guidelines (WCAG) Version 2.1, Level AA. The Final Rule contains an appendix with Guidance regarding the regulations. The Department also issued a Fact Sheet on the new Final Rule. The Final Rule will be effective on June 24, 2024.
April 2024
Join us at the Inclusion by Design Summit
Embracing the Future of Inclusive Education
We are thrilled to invite you to the annual Inclusion by Design Summit, a special event dedicated to fostering an inclusive future in education. Hosted by the Universal Design Center (UDC) at MC, this summit is more than just a virtual conference; it is a vibrant space for communal learning, sharing, and growth. Mark your calendars for April 12, 2024, and prepare to be part of a transformative experience.
What Makes This Summit Unique?
Interactive Workshops: Dive deep into a series of interactive workshops designed to enrich your understanding and practical skills in inclusive design. These sessions promise to be both enlightening and engaging, offering hands-on experience in crafting accessible digital and physical environments.
Speed Session: Experience the dynamic and rapid-fire nature of our speed session. These concise yet insightful presentations are designed to keep you engaged, providing a whirlwind of knowledge on inclusive design practices.
Networking Opportunities: The Inclusion by Design Summit offers a fantastic opportunity to connect with like-minded professionals who are equally passionate about promoting inclusivity in all aspects of life and work. Expand your network and collaborate with peers who are dedicated to making a difference.
Our Mission
At the heart of the Inclusion by Design Summit is our commitment to embracing and championing inclusive design practices. We aim to provide participants with the tools and knowledge necessary to integrate these critical practices into their own environments. The summit will cover a range of topics, from theoretical foundations to practical applications, ensuring that everyone takes home valuable lessons in the pursuit of navigating the future of inclusive education.
Be Part of the Movement
This bi-annual event is a cornerstone for professionals, educators, designers, and technologists dedicated to navigating and shaping the future of inclusive education. By joining us, you contribute to a significant movement, ensuring that inclusivity remains at the forefront of instruction, design, and technology.
Don’t miss this chance to be part of a community that is setting the benchmark for inclusivity in education. Together, we can make a lasting impact, paving the way for a future where education is accessible, equitable, and inclusive for all.
Join us at the Inclusion by Design Summit and help shape the future of inclusive education.
Empowering Inclusive Curriculum Design with UDL: Practical Tips and Tricks
Elevating Every Voice Through Universal Design for Learning
In the dynamic landscape of education, ensuring that our curricula reflect and respect the diversity of student voices and experiences is not just a goal—it’s a necessity. Universal Design for Learning (UDL) offers a powerful framework for educators to create inclusive learning environments that cater to all learners. In this article, we’ll explore practical tips and tricks for using UDL to support an inclusive curriculum design that truly reflects all voices.
Start with a Clear Understanding of UDL Principles
UDL is based on three core principles: providing multiple means of engagement, representation, and action & expression. These principles guide educators in offering diverse and flexible learning opportunities that accommodate the varied ways students interact with content, demonstrate knowledge, and stay motivated.
Practical Tips for Incorporating UDL in Your Curriculum
Diversify Your Content Representation: To ensure your curriculum speaks to every student, diversify the ways you present information. This includes using a mix of text, audio, video, and interactive materials. For instance, when teaching historical events, combine textbook readings with documentaries, podcasts, and virtual reality experiences to cater to different learning preferences.
Offer Choice in Demonstration of Knowledge: Allow students to express what they’ve learned in multiple ways. Instead of limiting assessments to traditional tests and essays, consider options like presentations, portfolios, blog posts, or even creative projects. This approach not only accommodates different learning styles but also empowers students to use their strengths.
Engage Students in Meaningful Ways: Engagement is key to learning. Incorporate activities that connect with students’ interests, backgrounds, and goals. Use thematic units that reflect diverse cultures and perspectives. Encourage student-led discussions and projects that allow them to explore subjects that matter to them.
Scaffold and Support: Not all students will navigate your curriculum with the same ease. Include scaffolding techniques such as graphic organizers, outlines, and glossaries. Offer regular feedback and opportunities for revision to help students understand and improve their work.
Regularly Solicit Student Feedback: One of the most effective ways to ensure your curriculum is inclusive is by asking your students directly. Regular feedback sessions can help you understand what works, what doesn’t, and how students feel about the diversity and inclusivity of the content.
Reflect and Revise: Inclusivity is an ongoing process. Dedicate time to reflect on your curriculum and teaching practices. Are all voices being heard and respected? Is there unconscious bias in your material? Continuous revision in response to these reflections and feedback will help you create a more inclusive curriculum.
Incorporating UDL into curriculum design is a step toward creating educational experiences that acknowledge and value the diversity of student experiences and ways of learning. By applying these practical tips, educators can move closer to achieving a truly inclusive curriculum that not only reflects all voices but also empowers every student to succeed.
Remember, the journey towards inclusivity is a collaborative one. Share your experiences and strategies with colleagues at the Inclusion by Design Summit, and together, let’s enrich our educational practices for the benefit of all learners.
Empowering Students with Inclusive Pedagogy
In the evolving landscape of education, creating classrooms that empower all students is not just a goal—it’s a necessity. Inclusive pedagogies offer a pathway to transform educational environments into spaces where every student’s strengths, interests, and experiences are recognized and leveraged to enhance the learning experience. Here are practical tips and strategies for educators aiming to foster a more inclusive and dynamic classroom.
Understanding and Leveraging Student Diversity
Identify and Utilize Student Strengths: Begin by discovering what each student brings to the table. Employ various methods like surveys, discussions, and observations to uncover the unique strengths and interests of your students. Tailor lesson plans to incorporate these insights, making the content more relevant and engaging for each learner.
Create Collaborative Learning Opportunities: Move beyond traditional teaching models by facilitating opportunities for students to co-create knowledge. This can be achieved through project-based learning, where students contribute their ideas and perspectives, enriching the learning material and deepening their engagement with the subject.
Foster a Culture of Reflection: Integrate self-reflection exercises that encourage students to contemplate their learning processes, challenges, and successes. Such practices not only promote critical thinking and self-awareness but also empower students to take ownership of their educational journey.
Encourage Active Participation: Design activities that require students to learn from one another, such as group projects, peer teaching, and open discussions. This approach validates the experiences and voices of all students, cultivating a classroom environment that respects and embraces diversity.
Diversify Your Curriculum: Ensure that your curriculum includes a wide range of perspectives by incorporating teaching materials that reflect various cultures, histories, and experiences. This not only fosters a sense of inclusion but also prepares students to thrive in a diverse world.
Rethink Assessment Strategies: Recognize the limitations of traditional assessments and explore alternative methods that allow students to showcase their knowledge in ways that align with their individual strengths and learning styles. Consider portfolios, creative assignments, or presentations as more holistic and inclusive forms of assessment.
Embracing inclusive pedagogies is an essential step toward creating educational spaces that uplift every student. By actively engaging with students’ unique backgrounds, promoting participatory learning, and adapting teaching methods to be more inclusive, educators can unlock a richer, more effective learning experience for all. This approach not only benefits students academically but also supports their development as confident, capable, and compassionate members of society.
Learn more at Dr. Angela Lanier’s Summit presentation.
Navigate your UDL Journey: Discover your starting point with the UDL Self-Assessment
In the quest for more inclusive and effective teaching practices, understanding where you stand with Universal Design for Learning (UDL) principles is crucial. The UDL Self-Assessment offers educators a unique opportunity to pinpoint their current familiarity and competence with UDL, guiding them towards a tailored learning path that best suits their needs and the needs of their students.
The UDL Self-Assessment
This quiz serves as a gateway for educators to assess their starting point in the vast landscape of UDL. Upon completion, participants are presented with a score out of 15, which aligns with three distinct levels of UDL implementation: Wade In, Shallow Swim, and Deep Dive. This scoring system not only reveals your current position but also provides a deeper understanding of each level, assisting in the selection of a learning path that aligns with your personal and professional growth objectives.
Understanding the Levels
Wade In (0-5 points): Perfect for educators who are new to UDL or those seeking to better accommodate students struggling with traditional learning methods. At this stage, understanding the basics of UDL and starting to integrate accessible resources and technology into the classroom is key. This level is about dipping your toes in, making incremental changes without feeling overwhelmed.
Shallow Swim (6-12 points): This level is designed for educators who have some exposure to UDL principles, perhaps through professional development sessions, and are looking to deepen their practice. If you’re already utilizing technology tools and providing diverse learning materials but wish to expand student choice and further personalize learning, the Shallow Swim is your next step. It’s about confidently navigating the waters with a safety net close by.
Deep Dive (13-15 points): For those who are well-versed in UDL and are already applying its principles to foster a learning environment where students take charge of their learning. Deep Dive educators support others in their UDL journey and continuously seek ways to enrich their instructional methods. This level is for those ready to explore the depths, embracing a fully student-centered approach and leveraging constructivist pedagogy to its fullest.
Embark on Your UDL Journey
The UDL Self-Assessment is more than just a quiz; it’s a compass for educators aiming to enhance their teaching practices through the principles of Universal Design for Learning. Whether you’re just starting to explore UDL or are looking to refine and expand your existing knowledge, this assessment is a valuable tool in determining the right course of action.
By recognizing your current standing and understanding the nuances of each level, you can embark on a learning path that not only aligns with your needs but also significantly benefits your students. UDL is about creating educational experiences that cater to all learners, and your journey towards mastering this approach begins with understanding where you stand.
We encourage all faculty to explore the UDL Self-Assessment. Discover your level and continue reading the accompanying resources to guide you through choosing the most suitable path forward in your UDL journey. Together, we can make education more inclusive, engaging, and effective for every student.
March 2024
The Americans with Disabilities Act: A Beacon of Inclusivity and its Implications at MC
The ADA has laid the groundwork, but it is the commitment of institutions and their communities to embrace and extend these principles that will continue to drive progress. MC efforts to create a fully inclusive environment not only benefit students with disabilities but enrich the entire college community, fostering a culture of empathy, diversity, and mutual respect.
The Evolution of Accessibility: COVID-19 and the ADA
Navigating ADA Compliance: Essential Tips for MC Faculty and Staff
Embrace Universal Design for Learning (UDL)
- Implement diverse teaching methods: Include a mix of lectures, interactive activities, visual aids, and hands-on learning to cater to different learning preferences and needs.
- Offer materials in various formats: Provide course materials, readings, and assignments in multiple accessible formats, such as digital text that can be read by screen readers, videos with captions, and transcripts for audio materials.
Leverage Technology for Accessibility
- Use Blackboard Ally to support accessibility: Leverage Ally to automatically measure the accessibility of PDF, Word, OpenOffice, HTML or PowerPoint files uploaded to Blackboard.
- Incorporate assistive technologies: Encourage the use of text-to-speech software, screen readers, speech recognition software, and other assistive technologies that can aid students in their learning processes.
Foster an Inclusive Classroom Environment
- Promote an open communication policy: Encourage students to communicate their needs and accommodations early in the semester. Make it clear that you are willing to work with them to ensure their success.
- Regularly review and adjust teaching practices: Be open to feedback from students with disabilities and ready to adjust teaching methods or materials to better accommodate their needs.
Stay Informed and Seek Support
- Participate in ADA training and workshops: MC offers training sessions and workshops on ADA compliance and how to create accessible learning environments. Take advantage of these resources to stay informed about best practices.
- Collaborate with the Disability Support Services (DSS): The DSS office at MC is an invaluable resource for faculty and staff. They can provide guidance on accommodations, assistive technologies, and strategies for teaching students with disabilities.
Implement Proactive Accessibility Measures
- Design courses with accessibility in mind from the start: When planning your course, consider accessibility issues that might arise and address them in your course design.
- Conduct accessibility checks on digital content: Use available tools to check the accessibility of your digital materials and make necessary adjustments.
Adhering to the ADA and fostering an inclusive educational environment is a shared responsibility that enriches the entire MC community. By implementing these tips and strategies, faculty and staff can contribute to a supportive, accessible, and inclusive learning environment where all students have the opportunity to succeed. Remember, inclusivity and accessibility are not just about removing barriers; they’re about creating a community where every student is valued and empowered.
“Crip Camp” Review: A Riveting Journey of Empowerment and the spirit of the ADA
“Crip Camp: A Disability Revolution,” a documentary that premiered on Netflix in 2020, embarks on an enlightening journey through the lives of disabled campers who found their voice at Camp Jened, a summer camp in New York tailored for teens with disabilities. Directed by Nicole Newnham and Jim LeBrecht, the latter a former camper himself, the film not only captures the transformative experience of the campers but also traces their path to becoming pivotal figures in the disability rights movement. As we celebrate this month’s focus on the Americans with Disabilities Act (ADA), “Crip Camp” emerges as a compelling narrative that encapsulates the essence of the fight for accessibility and equality.
Contact Us
Whether you have questions, feedback, or need assistance, feel free to reach out to us. Our team is here to help and will get back to you as soon as possible. Please fill out the form, and we’ll be in touch shortly!