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The Accessible Virtual Campus

The Professions

Illustration representing Professional Schools section of virtual campus.

Health Sciences, Education, Business, Architecture and Information Studies are some of the broad categories of post-secondary instruction and learning in the professions.  Concerns for the inclusion of many foreign students may be one impetus for universal design change. "By designing a course based upon Universal Instructional Design (UID) or implementing UID techniques, English as a Second Language (ESL) students will no longer need to rely as heavily on support systems that are secondary to primary instructional programs."     Kregg C. Strehorn

Did you know that many non-english letters are not processed by screenreaders? See Instructional Methods and Media & Materials links to help you prepare universally designed materials.

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Equivalent Text Description (EqTD) Tutorial for Graphics

This 5 page tutorial provides step by step instructions and examples for writing equivalent text descriptions for graphic elements.

R2D2 Center at UW-Milwaukee

Tutorial for EqTDs  (PDF File)

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Thesis/Project and Dissertation Accessibility Protocol

This protocol explains the required "why" and "how" of creating an accessible thesis/document. Graduate students in the Occupational Therapy Department at UWM are required to provide an accessible copy of their thesis, project or dissertation. The protocol is distributed in conjunction with a formatted template that includes all of the requirements of the graduate school at UWM.

R2D2 Center at UW-Milwaukee

Thesis/Project & Dissertation Protocol  (PDF File)

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Rubric for Evaluating Universal Design of Syllabus

This printable rubric provides a guide to evaluate a syllabus based on different elements using universal design components.

EnACT, California State University

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Universal Design and Its Applications in Educational Environments - Article

Universal Design and Its Applications in Educational Environments is an article that discusses universal design adaptations that can be made to increase education access. It also examines several critical areas of the universal design concept. Available in PDF format.

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It took me several years of struggling with the heavy door to my building, sometimes having to wait until a person stronger came along, to realize that the door was an accessibility problem, not only for me, but for others as well. And I did not notice, until one of my students pointed it out, that the lack of signs that could be read from a distance at my university forced people with mobility impairments to expend a lot of energy unnecessarily, searching for rooms and offices. Although I have encountered this difficulty myself on days when walking was exhausting to me, I interpreted it, automatically, as a problem arising from my illness (as I did with the door), rather than as a problem arising from the built environment having been created for too narrow a range of people and situations.

Susan Wendell, author of
The Rejected Body: Feminist Philosophical Reflections on Disability