These are the slides for the Critical Perspectives on Using UDL, Digital Accessibility Practices, and Accessible Pedagogies to Foster Inclusive Learning Communities in Post-Secondary for the Digital Pedagogies 2025. They are meant for participants only.
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Presentation assessments can make a lot of learners nervous. They be made more accessible to all learners when learners choose what ICT and presentation format will work best for them.
Not all learners are able to meaningfully engage with all forms of ICT. Educators can inadvertently create disabling assessment requirements by specifying novel ICT or putting limits on how a learner can operate an ICT.
The ad hoc accommodations model renders learners an inconvenience.
Typically, a learner is responsible for informing the educator at the start of term, if they have been granted academic accommodations.
Very often, yes. With an untenable workload, educators have to prioritize. Those priorities can reflect both the ableist values of the institution and the precarity many educators feel. The development of accessible practices within HE relies on faculty and other staff having the knowledge and skills necessary to change and improve what they do; therefore,…
