Resources

This piece first describes the unprecedented possibilities offered by the Web to people with physical or cognitive disabilities. It then describes, with links, laws pertaining to accessibility. Finally, the work offers detailed guidance on creating Web (and also non-HTML electronic) content following the principles of assessible design.

This "help" document by Microsoft drills down into the details of making documents that are better accessible to users with physical and cognitive disabilities. Excellent organization and detail. Calls attention also to MS Word's "Accessibility Checker."

This free, online tutorial contains 10 modules, each explaining how to better design course materials for learners with physical and cognitive disabilities. Tutorials include: accessibility issues on online learning, and making more accessible PowerPoint presentations, videos, Word and Excel documents, PDFs, Web pages, and Web scripts.

Advocating that disability be valued as a form of diversity, Adams summarizes some of the less-obvious ways that campuses and classrooms stigmatize disability and in other ways fail to welcome the physically and cognitively disabled.

In this series, Williams provides annotated links to resources for building Web and other digital resources that are appropriately accessible to learners with physical or cognitive disabilities.

In this series, Williams provides annotated links to resources for building Web and other digital resources that are appropriately accessible to learners with physical or cognitive disabilities.

Preparing the way to advocate for a more "brain based" approach to diverse learners, Inglis asserts that even the creator of "multiple intelligences," Howard Garner, announced a decade ago that he was "over" the theory and that educators need to "move on."

Outlines seven traits of Millennials and provides strategies on preparing and delivering effective instruction with these students. Acknowledges difficulties in addressing issues of race/ethnicity and class in generational theory.

Describes different generational groupings of adult learners and different learning preferences. Provides suggestions on effective course design and highlights characteristics of excellent instructors across generational lines.

One challenge in teaching is designing a learning environment for students who span multiple generations. I’ll focus on this challenge in two blog posts. This first post will look more closely at “non-traditional” or “adult” learners as a demographic group, and suggest ways to support them in our classes. The second post will look at the so-called generational differences between students of different ages. Across both posts, I’ll include cautions for classifying students into neatly defined categories and suggest some strategies for supporting the learning of all students.