Inclusive teaching and digital accessibility are two important concepts that align with Universal Design for Learning (UDL) principles; they move away from "retrofitting" (i.e., fixing a problem after a student struggles) toward a "proactive” design (e.g., building a system that works for everyone from the start). Inclusive teaching is a pedagogical framework that focuses on designing a learning environment where every student (regardless of race, gender, socioeconomic status, or learning style) feels valued and has an equal opportunity to succeed. Whereas digital accessibility is a technical standard that ensures that digital tools, documents, and platforms are usable by everyone, regardless of ability.

Yet, there are many educators who don’t realize that they are two different concepts, which can lead to a curriculum that’s inclusive (e.g., providing diverse examples or multiple means of expressing knowledge in an assignment) without necessarily being accessible (e.g., sharing a video without closed captions), and vice versa (e.g., sharing an image with alt text that reflects a heteronormative or ableist ideal). Educators need both because access without inclusion is hollow, and inclusion without access is impossible. When we apply both inclusive teaching strategies and digital accessibility to the classroom, we’re ensuring that everyone has a "seat at the table,” to feel seen, included, and able to express themselves in the best way possible.

Panelists are encouraged to share their practices that reflect both inclusive teaching and digital accessibility. Given the forthcoming update to Title II of the Americans with Disabilities Act, this is a pertinent conversation and opportunity for scholars to share how they are preparing pedagogically and technologically speaking for this change (in 2027 or 2028, depending on your population size). The update is setting a technical standard for the accessibility of content that should not come to the detriment of the learning environment.

The conference is being held by the Northeast Modern Language Association and will take place March 6-9, 2023, 2027 in Newport, RI.

Important Note on Modality: This panel is virtual only. All presentations will be delivered via Zoom regardless of whether the presenters are in-person.

NeMLA uses a user-based system to process abstract submissions. Interested scholars should submit 250-word abstracts to chair Lindsay Bryde through the NeMLA website using the link: https://cfplist.com/nemla/Home/S/22322.

For questions about the new submission system, you can contact NeMLA web support here: websupport@nemla.org.Questions specific to the panel can be sent to Lindsay.Bryde@gmail.com.