Lab Objectives. By successfully completing this lab, students should be able to:

• Identify the UDL framework and apply its general principles.
• Consider 508 compliance issues for websites they use in teaching.
• consider technology-based UDL options to address the needs of all students in classrooms (in context of your lesson plan).

A. Activity Guide: Free and Easy Assistive Accessibility

1. Free on your device, assistive technology! Check it out.
2. States Capitals lesson
3. Funkify your experience. Try Free Funkify for your Chrome browser
4. Complete a 508 compliance check on on your Target Lesson Plan or other site using one of these free compliance checkers:
   1. copy the URL from the website
   2. paste the URL into BOTH of the 508 compliance checkers below:
      1. Web Accessiblity Checker, Cynthiasays and WAVE (see resources section for more options) Do this with at least 2 checkers so you can compare what they find, how readable the results are, and if you find them helpful.
      2. This report will show you any problems in several categories and suggest how they could be fixed.
5. Complete the Quizlet Live exit ticket

1. Assistive Tech on your smart device

So… on your favorite smart device turn on the features that would allow you to access the device if you had a vision issue or physical difficulty with typing or keyboarding

For Mac iOS, turn on and try out VoiceOver, Zoom, and Dictation

For PC Windows, turn on and try out the Narrator Magnifier tools

• Instructions for using Narrator
• Why?
• Instructions for using Magnifier

Also, explore Adobe Reader’s “Read Out Loud” feature

2.Sample lesson for Discussion Scenario

When you have completed the above activities, please engage with your classmates concerning the following challenge, considering how technology could help you teach a lesson using the State Capitals game webiste under the following scenario:

The Scenario

Imagine you have a class of 26 students. Three students are emerging bilingual students whose families speak Cantonese, Croatian, and Vietnamese respectively at home. One of the students has a temporary (soccer field) injury to his right (writing) hand, one has very low vision (only light perception), and one is hearing impaired. The class also includes 3 reluctant readers who are not identified and thus do not have IEP or 504 accommodations.

Name	Gender	Learning Challenge
Yi	F	Cantonese
Ivana	F	Croatian
Binh	M	Vietnamese
Chad	M	right hand injury
Todd	M	low vision
Scott	M	hard of hearing
Tess	F	reluctant reader
Kipp	M	reluctant reader
Aaron	M	reluctant reader

3. Let’s Funkify this now.

If you are using the Chrome browser, you are all set (this next tool only works in Chrome). Add the Chrome extension Funkify and Choose the DOWNLOAD option from the top menu. Your lab instructor will assign groups in which you will choose a particular simulated condition. Now try to play the State Capitals game again. Discuss your experience with the class.

3b. Check out additional resources

• Launch Undertood.com’s “through your child’s eyes” (technology for teacher development)
• Try a few sample children with different challenges
• Share your thoughts in the discussion thread for this module

3c. Consider your target lesson plan…

1. Review the target lesson plan you uploaded to Taskstream at the start of WITTLE.
2. Drawing from the UDL Framework, Begin by comparing how multiple modes of presentation could enhance your lessons.
3. Describe how you might enhance your lesson delivery to differentiate and accommodate multiple modes of presentation and assessment.
4. Consult the tools provided in the Resources section, perhaps start with the Tech Finder Tool from Understood.
5. Use this information to help you analyze your target lesson plan.
6. NOTE: this analysis could also help you craft your final reflection on your lesson plan for this course.

4. Activity Guide: Explore the 508 accessibility of your Target Lesson online resources or other website  (508 Compliance Check)

1. If you used or plan to use a website in your 5221 WITTLE target lesson play, check it. Otherwise choose a website for a school you work in or one that you use for your UConn coursework.
2. Complete a 508 compliance check on a website:
   1. copy the URL from the website
   2. paste the URL into BOTH of the 508 compliance checkers below:
      1. Web Accessiblity Checker and WAVE (see resources section for more options) Do this with at least 2 checkers so you can compare what they find, how readable the results are, and if you find them helpful.
      2. This report will show you any problems in several categories and suggest how they could be fixed.
      3. Note: You could also compare the readability (for you own purposes) with other free tools:
         • Deque
         • AChecker
         • ARC Toolkit – A completely free chrome extension that allows you to scan a website page on-demand and get a comprehensive list of WCAG failures, including in-line remediation tips. Download Here   This is the most similar option for users that want straightforward individual page scanning that delivers specific failures.  It does go a little further in that you can select individual failures and it will show you exactly where on the page and the source code the failure can be found as well and provide insights to resolve.  Scan individual pages as much as you want, whenever you want, completely free.
3. Upload to Taskstream: the 508 report reports (pdf) to Watermark/Taskstream and type in your reflection about the report. Your reflection might include your thoughts about doing this, any surprise resulting from the output, your comparison between the tools, and your thought about how the errors might be addressed.

Preparing for the next module:

The changes or enhancements to your lesson plan that you might be considering from your understanding of UDL are meant to benefit all students, allowing personalization of learning. But you should not rely solely on your observations and professional opinions to know if the changes you propose are actually working. In the next module we will ask you to explore how technology might enhance a teacher’s ability to acquire some evidence, quantitive and qualitative, that would supplement professional judgment and enable others (administrators, parents) to see that instructional changes involving technology are really benefiting students.