Utilizing Assistive Technology and a Student-driven Universal Design Methodology to Improve Course Accessibility, Classroom Inclusivity and Student Engagement

Abstract

Students with disabilities face many challenges that may hinder their ability to receive an equitable opportunity in the classroom. Content may be delivered to students in an inaccessible format, and/or students may have barriers that impede their ability to effectively study, practice, or produce required course material independently. This project is designed to directly address these issues by funding a team of students with disabilities to trial, assess, and collaborate with staff and faculty to explore individual and classroom usefulness of various procured assistive technologies (AT), and to create learning modules that can be shared openly across campus and SUNY system-wide. It is a project with a primary intent to improve accessibility, independence, and engagement for students with disabilities, but is being universally designed and should prove beneficial to any student who struggles with the content areas being investigated.