The Access for all Webinar Series (Scaled Webinars) for UDL are designed to allow for the opportunity to give a more in-depth perspective about a given topic within the UDL Project.
Important Note: All Webinars will be recorded and sent for post-production captioning. Auto captioning will be available for the duration of the webinars, and all finalized recordings will be housed within the UDL at SUNY website.
You may view any of the past UDL Webinar recordings.
March 4th, 2026 from 2:00pm - 3:00pm
Jessica Sniatecki, Jennifer Ashton, Marisa Kofke - SUNY Brockport
Utilizing a Disability Studies lens, this webinar will explore cultural understandings of disability and accessibility challenges that occur in higher education and society, highlighting the experiences of disabled people. Attendees will explore ableism as a form of oppression, identify its presence in social and cultural contexts, and examine the impact of ableism on disabled and non-disabled individuals. Participants will discover how ableism is replicated in society and institutions of higher education and identify ways to make our communities more inclusive of all bodies and minds. We will also examine how ableism manifests in a pervasive lack of accessibility in physical, social, and digital spaces and identify effective approaches for mitigating these accessibility barriers. The webinar will emphasize the importance of faculty engagement in digital accessibility work to meet Title II requirements of the Americans with Disabilities Act and the importance of accessible materials for all students.
March 11th, 2026 from 12:00pm - 1:00PM
Krista Poppe, Meagan Helfrich - Binghamton University
Alternative text and image descriptions are an essential part of inclusive design. Join us for a deep dive into writing effective alternative text, with real-world examples of charts, graphs, diagrams, and even infographics. Learn tips for leveraging AI tools to help you write alternative text. You will leave this session equipped with the skills to ensure every student gets the full picture
Keith Jones, Ed Beck - SUNY Oneonta
March 18th, 2026 from 2:00pm - 3:00pm
Math materials often utilize expressions with seemingly arcane symbols and notation, graphs and diagrams, and spatial reasoning—features that can create access barriers for many students. This session explores the unique accessibility challenges of mathematical content and offers practical strategies to improve clarity and inclusion. Participants will explore why math content presents unique accessibility challenges and review examples of inaccessible math and accessible math. The session will focus on practical workflows for creating accessible math from the start, including using accessible equation editors, writing effective descriptions of graphs and notation, structuring problem sets for flexibility, and checking materials with accessibility tools. Participants leave ready to identify common barriers in their own math materials and apply at least one strategy to make math content more accessible for all students.
Casey Raymond - SUNY Oswego, Karen Caldwell - SUNY Potsdam
March 25, 2026 from 12:00pm - 1:00pm
While faculty can provide accessible materials for students, it's not always clear what that means to the students. During this webinar, I'll talk about ways to show students the benefits for accessible content and how they can make sure materials they create are more accessible. Many of the techniques are straightforward to demonstrate and use. There are additional benefits to students if they use these techniques that you can demonstrate, beyond accessibility. What’s in to for students? They can promote their ability to create and understand accessible materials as they search for jobs.
Students thrive with transparent and explicit instruction, which includes clear understanding of not only the “rules” and requirements of course work, but also its underlying principles and purposes. This session introduces participants to strategies, resources, and tools for embedding accessible, inclusive practices in communication and problem-solving in any course. In addition, participants will explore how to prepare and integrate straightforward, ready-to-use “templates” into course work and student products such as assignments, documents, presentations, and digital artifacts.
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Dr. Jessica L. Sniatecki (she/her) is the Assistant Dean for the College of Education and Health at SUNY Brockport and teaches courses in the Addictions and Behavioral Health program. She has a PhD in Counselor Education from the University at Buffalo and has held national certification as a Rehabilitation Counselor (CRC) since 2004. Her research focuses primarily on the college experience of students with disabilities and faculty knowledge and attitudes related to students with disabilities. Jess has published articles and delivered numerous workshops and presentations on topics related to disability experience, ableism, accessibility, and universal design. She is a founding member of SUNY Brockport’s Committee on Accessibility and has also served on the Student Accessibility Services (SAS) Advisory Board and the SUNY Empowering Students with Disabilities Task Force. Her contributions have been formally recognized with the Chancellor’s Award for Excellence in Teaching in 2017 and the Chancellor's Award for Excellence in Faculty Service in 2024.
Dr. Jennifer Randhare Ashton, PhD is an Associate Professor in the Department of Education and Human Development at SUNY Brockport. She teaches future inclusive educators at the undergraduate and graduate levels. Her research interests include examining contemporary P-12 special education and higher education practices from a Disability Studies in Education perspective. She has written several scholarly articles that have been published in the International Journal of Inclusive Education, International Journal of Whole Schooling, Classroom Discourse, Teacher Education Quarterly, and the Peace Review Journal.
Dr. Marisa Kofke, Ph.D. is an Assistant Professor of Special and Inclusive/Disability Studies in Education in the Department of Education and Human Development at SUNY Brockport. She teaches inclusive and special education courses at the graduate and undergraduate levels. Her current research focuses on the use of Disability Studies in Education and Neurodiversity Studies frameworks to explore neurodiversity affirming practices and disability identity development in K-12 and higher education settings.
Krista Poppe is the Digital Accessibility Compliance Coordinator at Binghamton University. She brings 20 years of experience in accessible web development and educational technology, spanning roles at Penn State University and the online education company Penn Foster. A Certified Professional in Accessibility Core Competencies (CPACC), Krista works across all departments and platforms to ensure Binghamton University maintains an accessible and inclusive digital presence.
Meagan Helfrich has a background in secondary special education and educational technology and was a special education teacher for 9 years. She earned her undergraduate degree from Hartwick College in Oneonta, NY, and her graduate degree from Binghamton University. As a Disability Services Specialist, Meagan works with faculty, staff, and students regarding accommodations, digital accessibility, accessible course materials, and other assistive technology needs or concerns. In her spare time, Meagan enjoys crocheting, gaming, reading, baking, playing with her two cats, Minerva and Calcifer, and spending time with her husband.
Casey Raymond is a Professor of Chemistry and the Associate Director of the Oswego Honors Program. Casey's research is in the areas of inorganic chemistry and food and fermentation science. He was in the initial group of faculty accessibility fellows at SUNY Oswego, where he focused on accessible mathematical notation. He has co-chaired the Workgroup on Accessibility Practices and coordinated the faculty accessibility fellows. He has helped coordinate two accessibility challenges at Oswego and given multiple presentations through Oswego's Center for Excellence in Learning and Teaching. Casey received the Chancellor's Award for Excellence in Teaching in 2019. He was on the team that created Access: A quest toward inclusion and I lead the first cohort of SUNY-wide facilitators for the course.
Karen Caldwell is an Assistant Professor in the School of Education and Professional Studies at SUNY Potsdam and serves as Program Coordinator for the graduate programs in Instructional Design and Educational Technology. As a training, development, and adult learning specialist, she weaves cognitive science, instructional design, and digital media into both her professional practice and her research. In recent years, she has focused on more intentionally embedding principles of accessibility and inclusion into her teaching and course content and is developing science-of-learning programming for professionals and educators.
Her applied research has led to the development of Learning Out Loud, a framework grounded in cognitive science and research-informed learning principles. Key concepts from this work are outlined in her TEDx Talk. As a non-traditional, lifelong learner, she strives to model the messy, non-linear processes of learning, teaching, and research.
Ed Beck is the Open & Online Learning Specialist at SUNY Oneonta. He works on a variety of topics including online learning, open educational resources, and artificial intelligence. An advocate for embedded digital literacies across the curriculum, he is the co-founder of SUNY Create, an initiative to utilize open source technology to create websites. In 2021 he was honored with the FACT2 award for Instructional Support.
Keith Jones is an Associate Professor of Mathematics at SUNY Oneonta. After completing a Master of Science in Computer Science at Rochester Institute of Technology, he went on to obtain his Ph.D. in Mathematics at Binghamton University, focusing on geometric and topological group theory. In 2018, he receive the SUNY Chancellor's Award for Excellence in Teaching. In recent years, Keith has explored methods and tools for making his mathematical course content more approachable to students through open and accessible online educational resources and universal design principles.