Improving Access to Higher Education With UDL and Switch Access Technology: A Case Study

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Author(s): Luis Perez (Eye on Access, USA), Ann Gulley (Auburn University at Montgomery, USA)and Logan Prickett (Auburn University at Montgomery, USA)
Copyright: 2020
Pages: 14
Source title: Accessibility and Diversity in Education: Breakthroughs in Research and Practice
Source Author(s)/Editor(s): Information Resources Management Association (USA)
DOI: 10.4018/978-1-7998-1213-5.ch025

Keywords: Curriculum Development and Instructional Design / Gender & Diversity / Information Science Reference / Medicine & Healthcare

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Abstract

This chapter presents an in-depth case study of the creative use of a mobile technology system by a diverse learner who is also one of the authors of the chapter. This learner is blind, has significant fine and gross motor impairment, and speaks in a whisper that is not understood by today's speech recognition technology. The learner's inclusion as an author is, in itself, a testimony to the empowerment the mobile communication system has brought to his life, which in turn has allowed him to be an active participant in the design of a learning environment based on Universal Design for Learning (UDL) principles. More specifically, the chapter details the ongoing development of a system for making math content more accessible not only to the individual learner who is the focus of the case study, but to other learners who struggle with higher level math content in higher education.

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Improving Access to Higher Education With UDL and Switch Access Technology: A Case Study

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