{"id":14851,"date":"2020-09-01T14:58:30","date_gmt":"2020-09-01T14:58:30","guid":{"rendered":"https:\/\/www.picmonic.com\/pages\/?p=14851"},"modified":"2024-02-16T19:41:43","modified_gmt":"2024-02-16T19:41:43","slug":"heathcare-teaching-of-tomorrow-supporting-equity-in-distance-learning","status":"publish","type":"post","link":"https:\/\/www.picmonic.com\/pages\/heathcare-teaching-of-tomorrow-supporting-equity-in-distance-learning\/","title":{"rendered":"Heathcare Teaching of Tomorrow: Supporting Equity in Distance Learning"},"content":{"rendered":"Every school and educator in higher education had their hands forced during the spring of 2020, and they responded by creating online distance learning programs where none existed before. Seeing the leadership and dedication of educators around the world was inspiring during a time when we all needed inspiration. <\/span>\n\nBut now that the rapid transition to distance education learning models has passed, we are looking at what happens next. How will educators ensure that all students have equal access to a learning environment that will help  them achieve their learning potential?  This includes equal access to the distance learning resources, classroom materials, lectures and information regardless of abilities, learning styles and technology access.<\/span>\n

Striving for UDL (Universal Design for Learning)<\/b><\/h2>\nWhile UDL is not specifically mandated, its principles have been referenced and <\/span>recognized in recent legislation<\/span> as a way of broadening access to education for all learners. The broader mandate of UDL moves us beyond the specific requirements of the Americans with Disabilities Act (ADA), and includes support for anyone who presents a need for accommodation to ensure <\/span>equal access to information required for learning<\/span>, as described by the IT department at the University of Tennessee.<\/span>\n\nUDL includes students who have learning preferences and needs that differ from those of the traditional learner.  The <\/span>UDL approach to instruction<\/span><\/a> \u201cincludes three principles: (a) multiple means of engagement, (b) multiple means of representation, and (c) multiple means of action and expression.\u201d In their article<\/span> \u201cApplying the Principles of Universal Design for Learning (UDL) in the College Classroom\u201d<\/span><\/a>, authors Boothe, Lohmann, Donnell and Hall describe a few ways that educators are incorporating UDL strategies in their teaching to ensure that all students have an equal access to information and the opportunity to learn:<\/span><\/span><\/span>\n\n\n\n\n
Engagement Strategies<\/strong><\/td>\nRepresentation Strategies<\/strong><\/td>\nExpression Strategies<\/strong><\/td>\n<\/tr>\n
Accessible technology <\/span>\n\nFoster collaboration<\/span>\n\nAlternative content sources<\/span>\n\nScaffold<\/span>\n\nBe easily accessible<\/span><\/td>\nAccessible technology <\/span>\n\nMultiple formats\n\nHighlight critical information<\/span>\n\nSimple navigation<\/span>\n\nCourse syllabus<\/span>\n\nProvide feedback<\/span><\/td>\nAccessible technology <\/span>\n\nClarify assignments<\/span>\n\nDiscussion boards <\/span>\n\nProvide choices <\/span>\n\nSummative assessments <\/span><\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<\/span><\/span>\n

\u201cProvide Multiple Means of Representation\u201d<\/b><\/h2>\nIn order to make sure all students can access the materials, UDL guidelines recommend that curriculum provides alternatives to text, audio and visual information. This includes accommodation for ADA compliance.<\/span>\n\nFor ADA compliance, a person with a disability is able to engage in their education and gain the same information and services as a person without a disability. The <\/span>ADA Section 504 of the 1973 Rehabilitation Act<\/span><\/a> requires that an individual has equal access to materials and teaching, including online instruction, so all courses need to be compliant from day one of instruction.<\/span>\n\nFor vision and hearing-impaired students, the delivery method needs to have screen-reader or captioning (or both) capabilities. Giving the option to see, hear and read materials is critical to being universally accepted and meeting the needs of all students. <\/span>\n\nA few best practices to successfully meet these needs include:<\/span>\n