Using UDL to Adapt Curriculums with LMS in K-12 and Higher Ed

Live Broadcast Date: Tuesday, March 12, 2019 3:30 - 5:00 PM Eastern Time Zone

Webinar Type: Archive
Webinar Code: AT19-WEB04-LB
Webinar Fee: $49

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Increasingly online, on-ground and hybrid classrooms in K-12 schools and in colleges and universities make heavy use of Learning Management Systems (LMS). Names like Blackboard, Canvas and Moodle are becoming a part of the fabric of our educational environment. There are many advantages of these systems, but they work best for students with disabilities and learning differences, when the instructors use a variety of tools to get the message across. This session looks at course design, some of the barriers LMS technology use may raise, and the application of Universal Design for Learning (UDL) in light of accessibility in LMS course design.

Learning Objectives

  1. Participants will be able to describe 3 ways that they can use a UDL approach to LMS course design.
  2. Participants will be able to describe at least five examples of ways that instructors have increased accessibility in online and hybrid courses using design principles based on UDL.
  3. After a review of commonly used class assignments, participants will be able to identify whether the intended outcome for student learning is process or product-based.
  4. After a review of a previously developed syllabus, participants will be able to identify two additional strategies that can be used to increase accessibility for people with disabilities in their own use of their current LMS.


Adero Allison

Principle Consultant
Transitioning Adults plus
Dr. Allison’s background combines music, disability and social sciences. Her experience has encompassed the use of music therapy with clients in vocational training programs, facilitating large systems change projects, executive coaching and work with diverse students in higher education. Dr. Allison is a practicing sociologist whose focus is on systems change related to disability, diversity, organizational growth and personal transformation. Her research interests are informed by experiences in service delivery, organizational development, community leadership and organizational behavior with a current emphasis on: spirituality & leadership and structural inequality & diversity.
Speaker Financial Relationship Disclosure: No
Speaker Non-Financial Relationship Disclosure: No

Gayl Bowser

Independent Consultant
AT Collaborations
Gayl Bowser, M.Ed. works as an independent consultant and is an adjunct faculty member for the University of Wyoming’s Wyoming Institute for Disabilities (WIND). Her work focuses on the creation of effective, legal and high quality service systems that encourage the integration of technology into educational programs for students with disabilities. Ms. Bowser has worked as a Regional and State-level administrator in Oregon. Formerly the Coordinator of the Oregon Technology Access Program (OTAP) and the State of Oregon’s Specialist in Assistive Technology, Gayl currently provides assistive technology consultation, training and technical assistance throughout the United States and internationally. Gayl has co-authored numerous publications about assistive technology including Quality Indicators for Assistive Technology: A comprehensive guide to assistive technology services; Education Tech Points: A Framework for Assistive Technology; and Assistive Technology Pointers for Parents.
Speaker Financial Relationship Disclosure: No
Speaker Non-Financial Relationship Disclosure: No


Education & Learning: Early Intervention – 12

Target Audience

Accessibility Professionals, ADA Administrators, AT Professionals, Educators, Family Members, Higher Ed Personnel, Individuals with Disabilities, SLPs

Experience Level


Content Area

Basic Communication Process Area

Continuing Education Credits

For Satisfactory Completion and Continuing Education information, please visit: ATIA Online Education CEUs

Number of hours: 1.5
Number of IACET CEUs: 0.2

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