UDL and Accessibility in Learning

Learning with disabilities is something I have always had an interest in, as I've had a number of friends throughout my school years in those shoes. I myself, although I don't have an actual disability, have mild obsessive-compulsive disorder. That's why I especially know the importance of Universal Design in Learning, or UDL, when it comes to academic planning and teaching.

UDL is different from traditional teaching and learning in that the instructors focus as much on how their students learn rather than them merely doing so, i.e. what it is they're learning. It means students learn in ways that make it possible for everyone to learn. For example, a video presentation with subtitles may be used to accommodate those with poor hearing or deafness. Basically, all students have access to accommodations, not just for specific students as in traditional learning. Most important of all, teachers actually work with students in helping them decide their learning goals and most effective methods of learning.

Image Source: Michigan State University

Even though UDL is meant for all students, not just those with learning and accessibility problems, there are certainly those disabilities and disorders which make it all the more prudent to utilize it. One such example is dyslexia, a learning disorder which may bring about delayed learning and difficulties spelling, reading, and more. While I'm not 100% sure if I've known anyone with that particular disorder, I have certainly known those with similar problems in learning and have needed accommodations even if the rest of the class doesn't have them. That is why I support UDL; so that those accommodations are a right for all students, not a privilege.

HPPL & Accessibility

My library, the Highland Park Public Library, has several accessibility services and tools available to the public upon request. Although there are descriptions of their features available on our website, to my knowledge there are no handouts we have which are available to patrons. Therefore, I've taken the liberty of crafting one for our speed reader and video magnifiers using information from here.

Image Source: Author

The basic features of the reader/magnifier, more specifically the Optelec Magnifier Compact 10 HD Speech, include being able to both view and magnify text, objects, and photos, as well as being able to translate text to speech. It has three cameras, including a reading camera for documents at a table or desk, a swing-out full page camera for full page Text-to-Speech and placing one's signature, and an overview camera for seeing objects and text from a short distance. There is also a convenient indicator that helps the user align full page documents perfectly below the swing-out camera

If you would like to learn more about the tools and services offered at Highland Park to promote and facilitate accessibility for learning and other purposes, please feel free to ask.

Further Information:

“Empathy Prompts.” Empathy Prompts, empathyprompts.net/#dyslexia. Accessed 15 June 2023.

Kelly, Shannon. “Introduction to Universal Design for Learning (UDL).” Arts Letters Academic Technology Support, 7 Aug. 2020, edtech.cal.msu.edu/introduction-to-universal-design-for-learning-udl/.

Mayo Clinic Staff. “Dyslexia.” Mayo Clinic, 6 Aug. 2022, www.mayoclinic.org/diseases-conditions/dyslexia/symptoms-causes/syc-20353552.

“OPTELEC Compact 10 HD Speech Us.” Optelec US, us.optelec.com/products/comp-10-hd-wrld-optelec-compact-10-hd-speech.html#specification. Accessed 15 June 2023.

“Speech Reader and Video Magnifier.” Highland Park Public Library, 2022, ccs.polarislibrary.com/polaris/search/title.aspx?ctx=33.1033.0.0.41&pos=2&cn=4230144.

The Understood Team. “The Difference between UDL and Traditional Education.” Understood, 2014, www.understood.org/en/articles/the-difference-between-universal-design-for-learning-udl-and-traditional-education.