pubs.acs.org
Implementing Universal Design for Learning in Chemistry and Beyond
This study applies the Universal Design for Learning (UDL) framework to enhance the accessibility of chemistry lecture notes in higher education, addressing diverse student needs. UDL’s principles center on multiple means of engagement, representation, and action and expression, thus supporting inclusive environments for learners varying in ability, ethnicity, and language skills. In Ireland, where 20% of new higher education entrants report disabilities, accessible materials are vital. Focusing on lecture notes in Virtual Learning Environments (VLE), which include text, chemical structures, and equations, this work uses the incremental “plus-one approach” to address barriers like missing headings, low color contrast, and absent alt text. A sample set of organic chemistry lecture notes, initially scoring 27–52% on Anthology Ally, reached 100% accessibility after 3363 changes (mostly minor) to 480 slides across 20 PowerPoint files, including adding slide titles, ensuring color contrast, and providing alt text for images. Tools like WebAIM Checker and Microsoft Accessibility Checker guided the process, supported by a chemistry-specific tutorial. Results show iterative changes improve access for students with disabilities or English as an additional language. Limitations include Ally’s occasional oversight of issues such as reading order, requiring complementary tools. UDL can extend to videos, quizzes, and navigation in VLEs. Faculty training, such as Ireland’s Digital Badge in UDL, supports implementation. Embedding accessibility in content creation fosters equitable STEM education, enhancing engagement and retention.
