ABSTRACT
This chapter explores universal design for learning and culturally responsive teaching. It offers examples of how teachers and curriculum developers can incorporate these ideas to create inclusive personal learning environments (PLEs). Universal design for learning and culturally responsive teaching both aim for equity in access to education. Learners benefit when their options allow them to choose their preferred pathways and goals. Universal design for learning emphasizes that good design – planning ahead – allows teachers and course developers to build inclusive elements into curricula. Cultural responsiveness in material allows all learners to see models that look like them and contexts that look like theirs. Being culturally responsive allows learners, educators, and a variety of communities (students with physical and mental challenges, those disadvantaged economically, minorities in their context, learners new to higher education, etc.) to be part of designing and implementing the curriculum. PLE provides a framework for learning, established by and for the learner. It includes learning resources, assignments, assessments, grades, and student products. Interactions with the teacher, classmates, and other people through the PLE enhance learning opportunities. A culturally responsive PLE built with universal design for learning elements encourages all learners to succeed.
