Basics of Inclusive Design for Online Education

Start Date: 10/25/2020

Course Type: Common Course

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About Course

This course provides instruction and strategies to support you in developing a course that is inclusive to students with a wide range of abilities, including students with disabilities. We cover effective practices to increase inclusion and avoid some of the common accessibility issues that can arise in an online course. In particular, Basics of Inclusive Design Online covers course organization, the accessibility of Microsoft Office and PDF documents, making course instruction pages accessible, captioning of videos, making images accessible, and designing for learning differences. We also discuss how inclusive course materials can help all students, including students without disabilities. This course will appeal to those who want both a broad overview of the range of accessibility considerations and also a step-by-step guide of how to check documents for accessibility, caption a video, or prepare course content for non-visual users. Course logo credit: "web accessibility word cloud" by Jill Wright ( Copyright - some rights remain. See

Course Syllabus

Welcome to the first week of Basics of Inclusive Design! This module will review the structure and logistics of the course and then introduce the issues that affect course accessibility. The topic of course accessibility will include an interview with two students who use Assistive Technology to access digital material. The assignment will allow you to learn more about the issues that students with different backgrounds and abilities face when taking a course and for you to offer your own solutions for addressing the needs of students who may need special adaptations for accessing course material.

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Course Introduction

Basics of Inclusive Design for Online Education This course teaches the basics of inclusive technology in all disciplines, with an emphasis on core subjects such as equity, accessibility and usability. The course is designed to foster a supportive and inclusive learning environment for all students, including those with disabilities. We’ll discuss the essential elements of creating a welcoming and inclusive learning environment, including designing appropriate accessibility equipment and software, designing user interfaces, and designing a learning experience that invites learners in and provides a safe, supportive environment for all. Learning objectives: 1. Describe inclusive technology in all settings 2. Design appropriate software and accessibility equipment 3. Design a learning experience that invites all learners After completing this course, learners will be able to: ● describe the basics of inclusive technology ● design appropriate software and accessibility equipment ● design a learning environment that encourages all learners ● design a learning experience that invites all learners Suggested prerequisite: To get the most out of this course, learners should have prior exposure to inclusive technology and software, and be able to implement appropriate design and usability practices.Equity: Access and Situational Awareness Equity: Access and Situational Awareness Equity: Access and Situational Awareness Assignment and Censorship Be Sociable, Share! Socializing is a great way to find new friends and improve your social circle. However

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Article Example
Alliance for Inclusive Education Allfie believes that an inclusive education is a human rights issue. ALLFIE believes that Inclusive Education benefits disabled and non-disabled students. To assist ALLFIE in its work it developed a set of Principles for an Inclusive Education system:
Alliance for Inclusive Education In 2010 ALLFIE published a Manifesto for Inclusive Education which sets out 6 areas of change that are required if an inclusive education is to become a reality for ALL learners:
Alliance for Inclusive Education ALLFIE's website hosts a number of resources on inclusive education. There are Guides for Parents, Professionals and for young disabled people. Each focuses on the benefits of Inclusive Education, how to get it and how to campaign for it. The Guide for Parents provided advice on how to get a mainstream education their children.
Inclusive Design Research Centre Some research centres that use the term "inclusive design" do so synonymously with the older field of universal design. Both inclusive design and universal design seek to design systems "... so that work for people with disabilities results in systems that work better for everyone [and] increase the human capacity to meet legal, policy and societal commitments to accessibility, diversity and inclusion at a local, national and global level." The IDRC, however, presents a definition of inclusive Design that has key differences from universal design and its own distinctive features. Inclusive design principles are intended to make universal design more fully inclusive, according to the centre.
Alliance for Inclusive Education Inclusive Education is incompatible with segregated provision both within and outside mainstream education
Alliance for Inclusive Education 5. All education assessments and accreditations are inclusive, i.e., users of communication aids be permitted to use them.
Inclusive Design Research Centre Universal design grew out of industrial and architectural design whereas inclusive design came out of the digital world. Greater design options allow inclusive design to produce one-size-fits-one solutions in contrast to universal design that features one-size-fits-all and may exclude outliers such as the multifaceted people with various disabilities. Notes the IDRC: "while universal design is about creating a common design that works for everyone, we [in inclusive design] have the freedom to create a design system that can adapt, morph, or stretch to address each design need presented by each individual." Researchers in inclusive design believe that every user of any system, be it digital or policy, must be recognized as unique and that "it is the responsibility of inclusive designers to be aware of the context and broader impact of any design and strive to effect a beneficial impact beyond the intended beneficiary of the design."
Alliance for Inclusive Education ALLFIE believes that the whole education experience should be inclusive of disabled learners, both inside and outside the classroom. Disabled and non-disabled learners learning together creates opportunities for the building of relationships and the creation of an inclusive society that welcomes everyone.
Alliance for Inclusive Education ALLFIE’s latest campaigns include the “We Know Inclusion Works” campaign which gathering evidence from young people, their families and education professionals about inclusive education working in practice. The “Educate Don’t Segregate” campaign was set up to counter the many attacks on inclusive education – the latest of which is the Govt plan to cut Disabled Students Allowance which if implemented will deny many disabled students access to university. Allfie was particularly worried that it would make it easier for children with special education needs to be placed out of mainstream.
Time for Inclusive Education In September 2016 TIE launched an online pledge, calling on members of the public and MSPs to sign their support for a five-point national strategy towards achieving LGBT inclusivity in schools. Among the proposals are calls for new legislation for LGBT inclusive education in all schools, teacher training and the recording of all incidents of homophobic, biphobic and transphobic bullying by Scottish local authorities. Many parliamentarians immediately signed the pledge, and this has led to an increased focus on the group's push for legislative reform.
Inclusive Design Research Centre The Inclusive Design Research Centre (IDRC) is a research and development centre at OCAD University in Toronto, Canada. The centre defines inclusive design as that which "considers the full range of human diversity with respect to ability, language, culture, gender, age and other forms of human difference." The research centre is directed by Jutta Treviranus. In 2011 the centre launched a Master of Design in Inclusive Design.
Alliance for Inclusive Education The Alliance for Inclusive Education (Allfie) is a national campaigning and information sharing network run and controlled by Disabled people. ALLFIE was set up in London in 1990. It promotes the rights of all disabled learners to be included and fully supported in mainstream education at all levels including Early Years, Primary & Secondary School as well as Further and Higher education. ALLFIE’s Director is Tara Flood.
Time for Inclusive Education At their Spring conference in March 2016, the Scottish National Party moved a resolution from SNP Youth and SNP Students in support of TIE and the campaign's calls for inclusive LGBT education. Youth delegates spoke personally, all of whom cited statistics in the area which highlight higher rates of suicide and self-harm amongst LGBT school pupils. As a result, the party has committed to working with TIE to improve LGBT inclusivity within the Scottish education system. TIE's campaigners called the move "historic".
Inclusive education in Latin America The development of inclusive education in Latin America consists of four aspects that may define the position of the debate on inclusive education in the region:
Time for Inclusive Education As of February 2017, sixty seven MSPs had signed TIE's campaign pledge to commit their support to the group's strategic proposals to achieve LGBT inclusive education. This marked a cross party parliamentary majority in support of the campaign, placing the Scottish Parliament as the first in Europe to express majority support for the teaching of LGBT issues in schools.
Time for Inclusive Education In March 2016, during a leaders debate which focused on LGBT issues, all Scottish party leaders gave their support for LGBT inclusive education, with leader of the Scottish Labour Party Kezia Dugdale stating: "Teachers aren't given enough time outside of the classroom to train on these issues. We've got to give them the confidence to teach LGBT issues."
Time for Inclusive Education In February 2017 sixty seven Members of the Scottish Parliament had signed TIE's campaign pledge, committing their support to the group's strategic proposals for LGBT inclusive education - including teacher training, legislation and curricular inclusion. The move places the Scottish Parliament as the first in Europe to indicate majority support for the teaching of LGBT issues in schools. Speaking at the time, a TIE spokesperson stated that "It is important to recognise that this parliamentary mandate for our calls is a historical moment in the push for equal rights in Scotland", while Scottish Conservative MSP Ross Thomson claimed that "TIE have put the issue of LGBTI-inclusive education firmly to the top of the political agenda.” Party leaders Kezia Dugdale, Patrick Harvie and Willie Rennie are among the MSPs who have signed.
Time for Inclusive Education TIE's campaigners have claimed that the current lack of LGBT education in Scottish schools is a "national disgrace", holding that "education is an absolutely vital tool to tackle homophobia, biphobic and transphobic behaviours, and discrimination, and it must be utilised." It lists its primary aim as ensuring that all Scottish schools offer an education that is inclusive of LGBT topics, and have outlined various methods to achieve this in it's campaign pledge.
Time for Inclusive Education Time for Inclusive Education (TIE) was co-founded by Scottish campaigners Jordan Daly and Liam Stevenson, after the pair met following the Scottish independence referendum. It was launched on the 28 June 2015, the 46th anniversary of the Stonewall riots, with assistance from Jimmy Reid Foundation project Common Weal.
Centre for Studies on Inclusive Education The Centre for Studies on Inclusive Education (CSIE) is an independent centre and registered charity based in the United Kingdom which aims to promote inclusion in education. As part of their work, they publish booklets on inclusive practice, and summaries of laws related to inclusion.