Success for All: Maximizing Digital Accessibility in Special Education Teacher Preparation Courses through Universal Design for Learning

Abstract

Digital accessibility has become one of the most critical components for post-secondary student learning success because accessibility is the first step of learning and the diverse college student population. However, emerging studies show that teacher candidates experience high challenges in completing programs due to inaccessible course materials or course implementation. Furthermore, teacher educators must address the need for more knowledge and skills in utilizing digital accessibility. Despite the demands, few guidelines exist for teacher educators to improve classroom digital accessibility. This article suggests multiple avenues of action for teacher educators to enhance accessibility through the lens of universal design for learning so that all teacher candidates with and without disabilities can succeed. Embedded vignettes illustrate an experience of a practicing teacher educator faced with modifying content with increased demands beyond their own training in special education.