Accessible, Inclusive, & Universally Designed
Winter Workshop Series
Join us this winter (and spring) as we continue our focus on exploring accessible, inclusive, and universally designed teaching and learning approaches.
- What: Explore Universal Design for Learning more deeply, get guidance on avoiding ableist language in teaching and research, and (for those instructors who are neurodivergent), connect with affinity-group community through our new, monthly Neurodivergent Instructors Affinity Group Discussions.
- Where: All sessions will be held on Zoom, several will have an in-person option, and resources for and from sessions will be posted here and on a forthcoming suite of accessibility web resources.
- Who: while many sessions will share examples most relevant to instructors, all who are interested are welcome to attend!
Universal Design for Learning & ‘Multiple Means of Representation’ (past--see recording)
Like all of us, in order to learn, students must have their needs around how information is presented met, including options for:
- Perception (how info is displayed, alternatives for visual or auditory representation of info, offering multiple illustrations instead of just one),
- Clarification and support for symbols and language that needs some level of translation
- How they comprehend and internalize information, so it can become usable knowledge
Learn more about how you might anticipate and meet these student needs, identify one or two changes you’d like to make to how you represent materials, and come away with some concrete next steps in making those changes. This session is led by Faculty Consultant Laurel Bastian and offers expertise from AEC Accessible Technology Manager Sheen Hua.
You can navigate the recording's "chapters" by clicking on the arrow at the bottom of the screen.
Download openly licensed (CC BY-CY) PowerPoint slides to revise, remix, reuse with attribution.
Avoiding Ableist Language: Suggestions for Instructors (past--see recording)
Every educator at UO has students with disabilities and neurodivergent students in our classes (and frequently we will not know—and do not need to know—about these parts of their identities). How can we ensure that when our content and conversation intersects with disability and neurodivergence, we are using language and including materials that are accurate, affirming that is accurate and inclusive?
This session is based in part of on scholarship in Avoiding Ableist Language: Suggestions for Autism Researchers (Bottema-Beutel, Kapp, Lester, et. al), and is led by educators Alex Newson (Doctoral Student in Department of Special Education and Clinical Sciences and Office of Special Education Programs Leadership Grantee), Spencer Brower (Doctoral Student, School Psychology, Masters in Inclusive Teaching with Adv. Cert Special Education, Autism Focus) and Laurel Bastian (Faculty Consultant, TEP).
You can navigate the recording's "chapters" by clicking on the arrow at the bottom of the screen.
Download openly licensed (CC BY-CY) PowerPoint slides to revise, remix, reuse with attribution
Neurodivergent Instructors Affinity Group Discussion
Thursday, January 26, 10-11am
Register via Mytrack or Email for Zoom link and Teams invitation
This monthly Zoom affinity-group discussion is a space for neurodivergent instructors (and those who hold identities within the umbrella of neurodivergence, like autism, ADHD, dyslexia, bipolar, etc.) to:
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Connect with each other in ways that feel positive
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Share resources, strategies, questions, and scholarship around things that matter to you, like
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teaching as a neurodivergent educator
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designing for neurodiverse classes
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being neurodivergent at this institution (and what a more inclusive system might look like)
Discussions are structured to honor a range of communication styles and needs (including large and small group, solo reflection time, and a Teams challenge for asynchronous engagement). Discussions hosted by multiply-neurodivergent educators. Questions welcomed; please send them to lbastian@uoregon.edu.
Interested but can't make this time? Fill out our anonymous form and let us know what time is good for you for future meetings.
Universal Design for Learning & “multiple means of engagement”
Motivation in learning has been a challenge for many students lately, and the ways people get motivated and persist in learning (including when learning is challenging!) range widely. Learn more about how Universal Design’s “multiple means of engagement” principle help us think about and plan for engaging all students, identify one or two changes you’d like to make to how you support their motivation and persistence, and come away with some concrete next steps in making those changes.
Download openly licensed (CC BY-CY) UDL Engagement PowerPoint slides to revise, remix, reuse with attribution
Universal Design for Learning & “multiple means of action and expression”
Two dates/times are available (register via MyTrack):
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Wed, Feb 15, 11am-12pm, over Zoom
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Thurs, Feb 16, 10am-11pm Knight DREAM Lab Workshop Space (122)
Like all of us, students have different ways that they are able to best demonstrate their learning, and as instructors, we want to be able to see that learning accurately. How can we provide options for physical actions students may need to take, for the types of media they use in communicating their learning, or for the kind of executive functioning supports they may initially benefit from (such as goal-setting or monitoring progress in the context of your course). Learn how you might design in multiple ways for students to demonstrate their learning, identify one or two changes you’d like to make to how you facilitate and measure their “action and expression” of learning, and come away with some concrete next steps in making those changes.
This session is led by Laurel Bastian and offers additional guest expertise (during the Zoom session) from educator and scholar Kyle Reardon (Research Associate & SPED Practicum Coordinator for the Department of Special Education and Clinical Sciences), whose research emphasizes Universal Design in postsecondary education.