Universal Access Through Inclusive Instructional Design explores the ways that educators around the world reduce barriers for students with disabilities and other challenges by planning and implementing accessible, equitable, high-quality curricula. Incorporating key frameworks such as Universal Design for Learning, these dynamic contributions highlight essential supports for flexibility in student engagement, representation of content, and learner action and expression. This comprehensive resource—rich with coverage of foundations, policies, technology applications, accessibility challenges, case studies, and more—leads the way to design and delivery of instruction that meets the needs of learners in varying contexts, from early childhood through adulthood.

section Section 1|32 pages

Foundations of Universal Design for Learning, Accessibility, and Curricular Quality

chapter 1|14 pages

UDL and Connected Laws, Theories, and Frameworks

Edited ByElizabeth M. Dalton

chapter 2|8 pages

Conceptual Frameworks for Design and Accessibility

The Design of an Online Learning System
ByNantanoot Suwannawut

chapter 4|3 pages

Snapshot—Proactive Design to Ensure Accessibility

ByLesley Casarez, David Hooks, Gina Shipley, Dallas Swafford

section Section 2|50 pages

Policies and Structures for Reducing Learning Barriers

chapter 6|13 pages

The Global UDL Virtual Classroom

A Model for International Collaboration and Learning
ByFrances Smith, Serra De Arment

chapter 7|9 pages

Decaffeinated UDL

Chile in Quest of Inclusive Education
ByBoris Alvarez, Paola Andrea Vergara, Irma Iglesias

chapter 8|8 pages

Universal Design for Learning in China

ByHaoyue Zhang, George Zhao

chapter 9|5 pages

Snapshot—Reducing Learning Barriers Through the Use of the FACE Program

ByRadhike Khanna, Elizabeth M. Dalton

chapter 10|2 pages

Snapshot—A District’s Journey to Measure Universal Design for Learning (UDL)

ByKatie Novak, Laura Chesson

section Section 3|55 pages

Inclusive Classroom Design and Instructional Strategies

chapter 11|10 pages

Access to the Curriculum for Students With Disabilities

Moving Closer to the Promise of UDL in Inclusive US Classrooms
ByRita Brusca-Vega, Anastasia Trekles

chapter 12|8 pages

Balancing Requirements, Options and Choice in UDL

Smorgasbord or Nutritious Diet?
ByBritt Tatman Ferguson

chapter 13|8 pages

UDL Practices in India

Paving a Path From Equality to Equity in Learning
ByAashna Khurana

chapter 15|12 pages

Low-Tech Solutions for Utilizing the UDL Framework in the Inclusive Mathematics Classroom

ByMarla J. Lohmann, Ruby L. Owiny, Kathleen A. Boothe

chapter 16|3 pages

Snapshot—Science for All Through UDL

Using UDL as a Framework for Science Education for the English Learner
ByHeather Pacheco-Guffrey, Jeanne Carey Ingle

chapter 17|3 pages

Snapshot—Reconstructing Asynchronous Online Learning With UDL

ByKathryn Nieves

section Section 4|46 pages

Technology Innovations for Inclusive Learning

chapter 18|12 pages

SAMR Strategies for the Integration of Technology Through UDL

ByDebra K. Bauder, Katherine M. Cooper, Thomas J. Simmons

chapter 19|11 pages

Engagement, Representation, and Expression in Online Mind Mapping Activities

ByRosa Cendros Araujo, George Gadanidis

chapter 20|9 pages

Handcrafted Customized Content and School Activities With Newly Developed Technologies

ByShigeru Ikuta, Yumi Hisatsune

chapter 21|6 pages

Connecting the World in a Disconnected Classroom

ByVivian B. Intatano

chapter 22|3 pages

Snapshot—Wearable Assistive Technology

An Illuminated Glove Project With Conductive Thread and LilyPad Technology
ByCindy L. Anderson, Kevin M. Anderson

chapter 23|3 pages

Snapshot—Aquatic Adventures

Deep Dive Investigation of UDL Through a Pond Keepers Project
ByJuliet Boone

section Section 5|45 pages

Issues in the Design of Accessible Instructional Materials

chapter 24|10 pages

Universal Access in Online Distance Education

A Case Study From the Philippines
ByMelinda dela Peña Bandalaria

chapter 25|11 pages

Applying UDL Principles in an Inclusive Design Project Based on MOOCs Reviews

ByFrancisco Iniesto, Covadonga Rodrigo, Garron Hillaire

chapter 26|10 pages

General Accessibility Guidelines for Online Course Content Creation

ByKathleen Bastedo, Nancy Swenson

chapter 29|3 pages

Snapshot—A Fully Mobile Professional Development Course for Teachers in Israel

ByShir Boim-Shwartz, Eran Adi Cioban

section Section 6|41 pages

Current Research and Evaluation in Inclusive Learning Around the World

chapter 31|9 pages

The Intersection of Chinese Philosophical Traditions and UDL

Exploring Current Practice in Chinese Early Childhood Classrooms
ByJanet Arndt, Nili Luo

chapter 33|8 pages

Designing an Online Graduate Orientation Program

Informed by UDL and Studied by Design-Based Research
ByJennifer Lock, Carol Johnson, Jane Hanson, Yang Liu, Alicia Adlington

chapter 34|9 pages

Developing Inclusive Education in Ireland

The Case for UDL in Initial Teacher Education
ByEllen Reynor

chapter 35|2 pages

Snapshot—Understanding How UDL Can Serve as a Framework for Instructional Decisions

ByLisa Harris, Lindsay Yearta

section Section 7|47 pages

Inclusive Instructional Design Cases

chapter 37|9 pages

Innovative Approach

Using Legos in a Hands-On Activity to Teach Educators the Foundations of UDL
ByAmir Bar, Betty Shrieber

chapter 38|10 pages

Spreading the Word About Assistive Technology and Universal Design for Learning

A Model for Professional Teacher Learning
ByJennifer Edge-Savage, Mike Marotta

chapter 39|11 pages

Universal Design for Learning in Augmented and Virtual Reality Trainings

ByKatharina Menke, Jennifer Beckmann, Peter Weber

chapter 40|10 pages

Raising the Bar With UDL

A Case for Change
ByLeanne Woodley

chapter 41|3 pages

Snapshot—Designing for Open Educational Environments

Balancing Access, Equity, and Engagement
ByElizabeth Childs, Jo Axe

section Section 8|37 pages

Future Directions

chapter 45|3 pages

Snapshot—The Precarious Promise of Emergent Tech and Universal Design for Learning

A Pivotal Point
BySusan Molnar

chapter 46|5 pages

Snapshot—A Vision for Pre-Service and In-Service Learner-Centered Teaching Through the Arts

BySusan Trostle Brand, Laurie J. DeRosa

chapter 47|7 pages


Learning From Diverse Perspectives on Inclusive Instructional Design and Next Steps
BySusie L. Gronseth