1st Edition

Universal Access Through Inclusive Instructional Design International Perspectives on UDL

Edited By Susie L. Gronseth, Elizabeth M. Dalton Copyright 2020
    404 Pages 60 B/W Illustrations
    by Routledge

    404 Pages 60 B/W Illustrations
    by Routledge

    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.


    David Rose


    Susie L. Gronseth and Elizabeth M. Dalton


    Section 1

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

    1. UDL and Connected Laws, Theories, and Frameworks
      Elizabeth M. Dalton
    2. Conceptual Frameworks for Design and Accessibility: The Design of an Online Learning System
      Nantanoot Suwannawut
    3. Snapshot - Intersections of Race, Disability, Class, and Gender in Special/Inclusive Education: The Case of Sweden
      Girma Berhanu
    4. Snapshot - Proactive Design to Ensure Accessibility
      Lesley Casarez, David Hooks, Gina Shipley, and Dallas Swafford

      Section 2

      Policies and Structures for Reducing Learning Barriers

    6. The Prospects of Universal Design for Learning in South Africa to Facilitate the Inclusion of All Learners
      Marcia Lyner-Cleophas
    7. The Global UDL Virtual Classroom: A Model for International Collaboration and Learning
      Frances Smith and Serra De Arment
    8. Decaffeinated UDL: Chile in Quest of Inclusive Education
      Boris Alvarez, Paola Andrea Vergara, and Irma Iglesias
    9. Universal Design for Learning in China
      Haoyue Zhang and George Zhao
    10. Snapshot - Reducing Learning Barriers Through the Use of FACE Program
      Radhike Khanna and Elizabeth M. Dalton
    11. Snapshot - A District’s Journey to Measure Universal Design for Learning (UDL)
      Katie Novak and Laura Chesson

      Section 3
      Inclusive Classroom Design and Instructional Strategies

    13. Access to the Curriculum for Students with Disabilities; Moving Closer to the Promise of UDL in Inclusive U.S. Classrooms
      Rita Brusca-Vega and Anastasia Trekles
    14. Balancing Requirements, Options and Choice in UDL: Smorgasbord or Nutritious Diet?
      Britt Tatman Ferguson
    15. UDL Practices in India: Paving a Path from Equality to Equity in Learning
      Aashna Khurana
    16. UDL-Inspired Pedagogical Practices and a Case Study in Regular Japanese Classes
      Kiyoji Koreeda
    17. No-Tech Solutions for Utilizing the UDL Framework in the Inclusive Mathematics Classroom
      Marla J. Lohmann, Ruby L. Owiny, Kathleen A. Boothe
    18. Snapshot - Science for All Through UDL: Using UDL as a Framework for Science Education for the English Learner
      Heather Pacheco-Guffrey, Jeanne Carey Ingle
    19. Snapshot - Reconstructing Asynchronous Online Learning with UDL
      Kathryn Nieves

      Section 4
      Technology Innovations for Inclusive Learning

    21. SAMR Strategies for the Integration of Technology Through UDL
      Debra K. Bauder, Katherine M. Cooper, and Thomas J. Simmons
    22. Engagement, Representation, and Expression in Online Mind Mapping Activities
      Rosa Cendros Araujo and George Gadanidis
    23. Handcrafted Customized Content and School Activities with Newly Developed Technologies
      Shigeru Ikuta and Yumi Hisatsune
    24. Connecting the World in a Disconnected Classroom
      Vivian B. Intatano
    25. Snapshot - Wearable Assistive Technology: An Illuminated Glove Project with Conductive Thread and LilyPad Technology
      Cindy L. Anderson and Kevin M. Anderson
    26. Snapshot - Aquatic Adventures: Deep Dive Investigation of UDL Through a Pond Keepers Project
      Juliet Boone
    27. Section 5
      Issues in the Design of Accessible Instructional Materials

    28. Universal Access in Online Distance Education: A Case Study from the Philippines
      Melinda dela Peña Bandalaria
    29. Applying UDL Principles in an Inclusive Design Project Based on MOOCs Reviews
      Francisco Iniesto, Covadonga Rodrigo, and Garron Hillaire
    30. General Accessibility Guidelines for Online Course Content Creation
      Kathleen Bastedo and Nancy Swenson
    31. Snapshot - Creating UDL Learning and Teaching Strategies to Address the Underrepresentation of Present-Day Indigenous Perspectives
      Kerry Armstrong, Brenda Boreham, and Terri Mack
    32. Snapshot - Using the YouTube Automated Captioning Tool for Video Lectures
      Sandra A. Rogers
    33. Snapshot - A Fully Mobile Professional Development Course for Teachers in Israel
      Shir Boim Shwartz and Eran Adi Cioban
    34. Examining the Integration of Digital and Multimodal Resources in Online Courses Using a Universal Design Framework
      Peggy Semingson and Kathryn Pole

      Section 6
      Current Research and Evaluation in Inclusive Learning Around the World

    36. The Intersection of Chinese Philosophical Traditions and UDL: Exploring Current Practice in Chinese Early Childhood Classrooms
      Janet Arndt and Nili Luo
    37. Promoting Inclusion Education and Intercultural Competence in an Ecuadorian International Service Learning Project-based Course
      Maria DeFreece Lawrence
    38. Designing an Online Graduate Orientation Program: Informed by UDL and Studied by Design-Based Research
      Jennifer Lock, Carol Johnson, Jane Hanson, Yang Liu, and Alicia Adlington
    39. Developing Inclusive Education in Ireland: The Case for UDL in Initial Teacher Education
      Ellen Reynor
    40. Snapshot - Understanding How UDL Can Serve as a Framework for Instructional Decisions
      Lisa Harris and Lindsay Yearta
    41. Snapshot - Importance of Classroom Atmosphere in Elementary Schools to Improve the Inclusive Education System in Japan
      Honami Okabe and Masayoshi Tsuge
    42. Section 7
      Inclusive Instructional Design Cases

    43. Innovative Approach: Using Legos in a Hands-on Activity to Teach Educators the Foundations of UDL
      Amir Bar and Betty Shrieber
    44. Spreading the Word about Assistive Technology and Universal Design for Learning: A Model for Professional Teacher Learning
      Jennifer Edge-Savage and Mike Marotta
    45. Universal Design for Learning in Augmented and Virtual Reality Trainings
      Katharina Menke, Jennifer Beckmann, and Peter Weber
    46. Raising the Bar with UDL: A Case for Change
      Leanne Woodley
    47. Snapshot - Designing for Open Educational Environments: Balancing Access, Equity, and Engagement
      Elizabeth Childs and Jo Axe
    48. Snapshot - Support for Students with Developmental Disabilities in a Regular Elementary School Class in Japan
      Shintaro Nagayama and Masayoshi Tsuge
    49. Section 8
      Future Directions

    50. The Potential Evolution of Universal Design for Learning (UDL) Through the Lens of Technology Innovation
      David Banes and Kirk Behnke
    51. Universal Design for Learning and the Landfill of Revolutionary Educational Innovations
      Dave L. Edyburn
    52. Snapshot - The Precarious Promise of Emergent Tech and Universal Design for Learning: A Pivotal Point
      Susan Molnar
    53. Snapshot - A Vision for Pre-Service and In-Service Learner-Centered Teaching Through the Arts
      Susan Trostle Brand and Laurie J. DeRosa
    54. Epilogue: Learning from Diverse Perspectives on Inclusive Instructional Design and Next Steps
      Susie L. Gronseth

    Author Biographies



    Susie L. Gronseth is Clinical Associate Professor of Learning, Design, and Technology in the College of Education at the University of Houston, USA.

    Elizabeth M. Dalton is Adjunct Professor of Communicative Disorders at the University of Rhode Island, USA, Senior Consultant for Dalton Educational Services International (DESI), and Director Emeritus of Development and Research at TechACCESS of RI, a statewide assistive technology center in Rhode Island, USA.

    "These chapters’ authors come from many countries and fields as well as diverse academic positions. This wide variety of articles is generative and helpful for several reasons. First, the eight themed sections that address topics like inclusive design, design cases, and future directions make the book accessible to multiple audiences as well as offers great reading options for practitioners, students, and faculty working in related areas like instructional or curriculum design, accessibility, diversity, and inclusion. [...]It also offers a standard against which to compare existing accessibility  guidelines for online learning programs and Centers for Teaching and Learning."

    -Gregory Zobel, Associate Professor of Educational Technology at Western Oregon University, Volume 67, Number 2, May 2020  Technical Communication Book Reviews : Teaching and Learning.