![]() ![]() Instructors can use a variety of strategies to accommodate such students and make visually presented information accessible. Students with blindness or visual impairment face learning barriers in the typical higher education classroom where a great deal of information is conveyed visually. We believe this course can serve as a model for similar courses elsewhere as a strategy to teach students from any major about disability, accessibility, and universal design. By the end, students demonstrated significantly less bias and more positive attitudes about blindness and people with visual impairment, and were more confident with accessibility, universal design, and assistive technology. ![]() To address this need while simultaneously teaching students about accessibility and universal design, we designed and taught an experimental course in which students (a) learned about disability in general and blindness in particular (including history and advocacy) (b) explored technology used by people with visual impairment (c) heard from many blind voices, including guest experts and community members (d) studied universal design and (e) designed 3D-printable educational tactile models in collaboration with blind community members. However, there is a dearth of 3D-printable open educational resources for college-level content. Tactile graphics work for many pedagogical purposes, but in some cases are insufficient other information and concepts may be better conveyed through haptic exploration of 3D printed objects. Courses at the postsecondary level continue to rely heavily on visual material that is accessible only to fully or partially sighted students.
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