Creating an Action Plan

On this page, we're going to talk about how to take all of this info and apply it to your materials. But first, the important thing is do not try and apply every lesson learned immediately! Start with one thing at a time. You might feel overwhelmed right now, but don't. 

You don't have a choice for how to view the material in this lesson. You. Must. Read. ;) 

Don't Do Everything at Once! 

After I give a run through on how to make content accessible, I stop and wait for the shallow rapid breathing, higher than normal pitched mummers of "...but, ...but, ...I have so many materials, I can't possibly...", and looks of complete fear (or anger, lots of anger at all of this "extra work" that will make your life easier and content better).  

Start with Headings!

Most people ask what is most important when making accessible content; "What do I really need to do?" If you do one thing, the most useful thing to do is give your documents and pages structure with headings. Every time you go to revise a document, give it headings - it should only take an extra 30 seconds/minute to highlight text and click the correct heading. When you create new documents, use headings. Better yet, create a few templates so you can just copy and paste proper formatting in and then add your text. Here are a couple:

Syllabus Template Download Syllabus Template

Assignment Template Download Assignment Template

Action Plan

You know your content better than anyone. If your materials are image heavy - tackle adding alt text to your images. If you use a lot of videos, begin by captioning those videos or finding videos that are already captioned (librarians are great resources to help you). If all of your materials come from a publisher or 3rd party - contact them and ask about the measures they take to ensure their materials are accessible. 

Implementing Universal Design for Learning

I have had a number of faculty ask how on earth to implement UDL without creating a second set of course materials and assignments. Chances are you won't "UDL-ize" your class over night. Here are some simple steps to incorporating UDL principles in your class:

• Add some graphics or images to supplement text.
• If multiple choice quizzes/exams dominate assignments in your class, replace some quizzes with discussion boards and short writing assignments. OR at the very least, add in some matching and short answer quiz questions. 
• Give people choices for how to complete an activity/meet an objective. Give 2 - 3 different options for topics to research/write about. 
• Sick of grading papers? Let them choose the format (just be sure to give them a clear grading rubric from the start). - You might be amazed at what they submit! 
• No time to find extra videos, images, websites, etc? Let students/participants track down and share resources that they've found for extra credit. Some of my best materials came from students - and they know best what works for them. I look forward to the resources you all share in this course so that I can include them in the next round!

Ignore Old Stuff

I have hundreds of materials that I used once and never again. Those materials will remain in my folders - in their inaccessible formats. Don't spend time making content that you won't use again accessible. Focus on what's in use now and what you create in the future. 

If you'll be adopting a new textbook next term, use your time and energy on making your new/updated/revised course materials accessible (unless you currently have a student with a disability). Be strategic about how you approach this. Focus on one piece at a time, and don't let yourself get overwhelmed or angry. 

But I don't have time. No one is paying me to do this. 

This is a common reaction. But guess what. You probably never asked to be given release time to find un-captioned videos - you were probably excited to add videos to your course/presentation and spent time during the evenings and weekends finding videos because you are committed to producing high quality material.

You probably never asked to be paid extra to add images to your Canvas pages and use colored fonts, but you did it because you thought it looked nice and would make for a more enjoyable experience for your audience.

Making your content accessible will save you time. It will make you a better teacher and presenter - meaning viewers/users/students will learn more effectively and efficiently, which usually means you receive fewer questions and requests for clarification. 

Put pressure on publishers! 

Here is another option of things you can do: Don't use and require students to buy inaccessible content. You often have a choice in what materials to use - put pressure on publishers and refuse to use their materials unless they are accessible. There are laws in place that ensure students with disabilities have access to materials. There are no laws in place protecting you from an OCR complaint should you choose to require inaccessible materials (the liability is on you/the college, not the publisher). Academic freedom is not an excuse and will not hold up when dealing with the Department of Justice or Office of Civil Rights.

...stepping off my soapbox now...