NOTE: The content of Table 1 does not provide legal advice about the ADA, Section 504, or Section 508 accessibility compliance; the tips listed are compiled guidance for UDL access and various disability-related accessibility to support educators’ learning how to build inclusive design capacity in providing access for all learners in remote instruction. Thank you, educators, for every single thing you tried, for every ounce of energy you contributed to helping students, families, and colleagues survive in the face of adversity. References Adams, A., Reiss, B., and Serlin, D. (2015). Keywords for disability studies. NYU Press. AffordableCollegesOnline.org, a Red Ventures Company (2021). How to study with dyslexia and dysgraphia | Affordable Colleges Online. Study help: Technology edition. Anderson, J. (2020). Harvard EdCast: Remote learning and the digital divide. ASCD (2013). Whole child initiative. Camera, L. (2020). Schools rush to get students internet access during Coronavirus pandemic. U.S.News.com. Cornelius-White, J. (2007). Learnercentered teacher-student relationships are effective: A metaanalysis. Review of Educational Research, 77(1), 113–143.
Goodwin, B. (2016). Research matters / “high touch” is crucial for “high tech” students. Educational Leadership, 74(4) 81-83. Great Lakes ADA Center. (2016). Making Illinois accessible for people with disabilities. University of Illinois at Chicago Institute on Disability & Human Development http://www.adagreatlakes.org 800-949-4232 (V/TTY) Grigsby, Y., Theard-Griggs, C., & Lilly, C. (2015). (Re)Claiming voices: Digital storytelling and second language learners. Acta Technologica Dubnicae, 5(1), 60-67. DOI: 10.1515/ atd-2015-0034. Harvard University Office of the VPAL. (Oct., 2020). [panel, YouTube]. How good accessibility practices enhance online teaching.
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