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      Book

      Universal Access Through Inclusive Instructional Design
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      Book

      Universal Access Through Inclusive Instructional Design

      DOI link for Universal Access Through Inclusive Instructional Design

      Universal Access Through Inclusive Instructional Design book

      International Perspectives on UDL

      Universal Access Through Inclusive Instructional Design

      DOI link for Universal Access Through Inclusive Instructional Design

      Universal Access Through Inclusive Instructional Design book

      International Perspectives on UDL
      Edited BySusie L. Gronseth, Elizabeth M. Dalton
      Edition 1st Edition
      First Published 2019
      eBook Published 26 September 2019
      Pub. Location New York
      Imprint Routledge
      DOI https://doi.org/10.4324/9780429435515
      Pages 404
      eBook ISBN 9780429435515
      Subjects Education
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      Gronseth, S.L., & Dalton, E.M. (Eds.). (2019). Universal Access Through Inclusive Instructional Design: International Perspectives on UDL (1st ed.). Routledge. https://doi.org/10.4324/9780429435515

      ABSTRACT

      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.

      TABLE OF CONTENTS

      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 3|5 pages

      Snapshot—Intersections of Race, Disability, Class, and Gender in Special/Inclusive Education

      The Case of Sweden
      ByGirma Berhanu

      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 5|11 pages

      The Prospects of Universal Design for Learning in South Africa to Facilitate the Inclusion of All Learners

      ByMarcia Lyner-Cleophas

      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 14|9 pages

      UDL-Inspired Pedagogical Practices and a Case Study in Regular Japanese Classes

      ByKiyoji Koreeda

      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 27|3 pages

      Snapshot—Creating UDL Learning and Teaching Strategies to Address the Underrepresentation of Present-Day Indigenous Perspectives

      ByKerry Armstrong, Brenda Boreham, Terri Mack

      chapter 28|3 pages

      Snapshot—Using the YouTube Automated Captioning Tool for Video Lectures

      BySandra A. Rogers

      chapter 29|3 pages

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

      ByShir Boim-Shwartz, Eran Adi Cioban

      chapter 30|3 pages

      Snapshot—Examining the Integration of Digital and Multimodal Resources in Online Courses Using a Universal Design Framework

      ByPeggy Semingson, Kathryn Pole

      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 32|8 pages

      Promoting Inclusion Education and Intercultural Competence in International Service-Learning Project-Based Course in Ecuador

      ByMaria De Freece Lawrence

      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

      chapter 36|3 pages

      Snapshot—Importance of Classroom Atmosphere in Elementary Schools to Improve the Inclusive Education System in Japan

      ByHonami Okabe, Masayoshi Tsuge

      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

      chapter 42|2 pages

      Snapshot—Support for Students With Developmental Disabilities in a Regular Elementary School Class in Japan

      ByShintaro Nagayama, Masayoshi Tsuge

      section Section 8|37 pages

      Future Directions

      chapter 43|9 pages

      The Potential Evolution of Universal Design for Learning (UDL) Through the Lens of Technology Innovation

      ByDavid Banes, Kirk Behnke

      chapter 44|11 pages

      Universal Design for Learning and the Landfill of Revolutionary Educational Innovations

      ByDave L. Edyburn

      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

      Epilogue

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