Activities and Advice
Contact your university disability resource center to access screen readers and translation technologies to help your work analyzing and creating multimedia arguments. You might, for instance, have partial vision need that prevents you from distinguishing between translate the colors red and green.

What is Universal Design? Explore the resources, interactive exercises, and explanation on this website to develop your knowledge: http://www.cast.org/research/udl/index.html

Note to Peer Learners without Disabilities
In consideration to your class colleagues who may have visual or audio learning needs, be sure to provide alternative ways of encountering the visual argument (or multimedia project) you create for Chapter 8. You could, for example:

• Provide a detailed description of your op-ad or photo essay in both written and audio format so that all students can learn about your argument.

• Alternatively, print out each of your images to reproduce your project in tactile form.

• Check your Web hypertext for universality and make sure that it is ADA compliant (or accessible to all by following the regulations of the American Disabilities Act); to do so, put your URL through the Bobby Website to test it out; go to http://bobby.watchfire.com

• Make a tactile version of your collage or audio montage by using concrete objects to represent the aspects of your visual project. If you composed a pictorial collage about Communist propaganda in the former Soviet Union, you might, for instance, create an alternative tactile montage with small military pins, military hats, a leather-bound book by Marx, and other artifacts from the period.

• Explore the Disabilities Social History Project for access to an online exhibit of buttons, postcards, and other visual artifacts used in to promote awareness about disabilities. http://www.disabilityhistory.org/exhibits.html