PowerPoint: Making Learning Accessible for All Learners
Just as there's not a single template for a PowerPoint presentation, there's never a single template for how somebody learns. Traditional education often prioritizes what is being learned, rather than how it's taught or how students demonstrate their knowledge. In contrast to traditional education, Universal Design for Learning (UDL) emphasizes teaching content in multiple ways and empowering students to demonstrate their knowledge in multiple ways. This pedagogical model empowers students of diverse neurotypes to succeed, benefitting all learners in a given classroom. UDL gives students agency in their education, as discussed in the article The difference between Universal Design for Learning (UDL) and traditional education.
Accessibility matters because it demonstrates that every student matters. If all students are provided opportunities to succeed in ways that set them up for success, then every student can develop a positive relationship with education. In traditional education, students whose neurotypes don't fit into a traditional lecture-style classroom are set up for an uphill battle. If the way that content is taught mismatches the way that students learn, then students may become disconnected, disappointed, or frustrated - particularly when traditional education prioritizes performance (grades) rather than process (learning). However, classrooms that not only accommodate, but integrate diverse learning styles can ensure that every student has opportunities to succeed. Although UDL is rooted in accommodating students with disabilities, every student benefits from engaging in a classroom where they can develop multiple ways of learning.
After learning about UDL, I realized that my experience with accessibility in education is limited. For example, as a person without visual impairments (and without experience teaching students with visual impairments). I've had the able-bodied privilege of not needing to know how to use certain assistive technologies (such as screen readers). I've grown up breathing the air of traditional education, and I'm so used to the smell of that air that I don't even notice it. After reading about UDL and assistive technologies, I realized that I have a lot left to learn. It's daunting, but also invigorating to know how many technology tools are out there for the betterment of learners of all ages.
Although I'm brand new to UDL, I realized that I'm already using technology to manage my own neurodivergences - one of which is Dissociative Identity Disorder (DID). (For a brief video on this neurodivergence, check out Dr. Mike Lloyd's visual demonstration on how alters form.) Since I frequently dissociate, I use Google Maps when I drive, so I don't dissociate and miss a turn. As another example, reading print novels can be frustrating. Thanks to dissociating through whole pages and missing information, I often have to reread over and over. Audiobooks, meanwhile, help me process the words as they're being read. I rely on Google Calendar for me and my fellow alters (also called headmates) to remember the schedule for a given day. Since memory is greatly affected by DID, I made a System Homework Tracker on Google Drive to track not only when assignments are due, but also which alters in our system worked on these assignments. Giving credit where credit is due is important, especially when hyperfocusing on homework looks a lot like this:
Reflecting on this technology use, I realized that I use technology tools that aren't considered accessibility tools by society at large. After all, a lot of people enjoy audiobooks. A lot of people love Google tools. In other words, there's no stigma associated with these tools. No one sees a disability when they see me looking at my phone. However, people do stare if I'm stimming in public, or when I'm wearing my ear defenders in noisy environments, making it difficult to mask as neurotypical - a survival tool for blending in, rather than standing out.
Whether a student masks or not, normalizing assistive technology makes it much easier for students who rely on this technology to feel confident using this technology. One of my strengths in UDL is that I understand what it's like to need the right tools and the right environment to use these tools. This understanding fuels my goal to understand more. As I develop my knowledge of technology tools and accessibility tools, I'll be better able to ensure that all students in my library programs are given opportunities to succeed.
There's so much technology! Where do I start?
Start somewhere! I'd recommend picking just one technology tool at a time, then mastering that tech tool before trying the next one. Having said that, it's your learning journey, so learn however works best for your own neurotype.
For my learning journey, I decided to learn - or rather, relearn - PowerPoint. As a student, I've admittedly dissociated through many professors' PowerPoint lectures. I've also used PowerPoint for my own presentations, be it a college class or a library program. However, I'd never before explored PowerPoint through a lens of accessibility. I was delighted to discover that PowerPoint boasts many accessibility features, including:
Subtitles
Alt Text
Accessibility Checker
Last but certainly not least, Immersive Reader!
If you'd like to learn about these features, I'd recommend checking out my video below. Under Additional Resources, I've also included articles that helped me learn the ropes. Whether you join me on video or explore articles on your own (or both!) I hope that you enjoy the learning journey as much as I did!
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