Universal Access Through Inclusive Instructional Design
International Perspectives on UDL
Preview
Book Description
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
Foreword
David Rose
Preface
Susie L. Gronseth and Elizabeth M. Dalton
Section 1
Foundations of Universal Design for Learning, Accessibility, and Curricular Quality
- UDL and Connected Laws, Theories, and Frameworks
Elizabeth M. Dalton - Conceptual Frameworks for Design and Accessibility: The Design of an Online Learning System
Nantanoot Suwannawut - Snapshot - Intersections of Race, Disability, Class, and Gender in Special/Inclusive Education: The Case of Sweden
Girma Berhanu - Snapshot - Proactive Design to Ensure Accessibility
Lesley Casarez, David Hooks, Gina Shipley, and Dallas Swafford - The Prospects of Universal Design for Learning in South Africa to Facilitate the Inclusion of All Learners
Marcia Lyner-Cleophas - The Global UDL Virtual Classroom: A Model for International Collaboration and Learning
Frances Smith and Serra De Arment - Decaffeinated UDL: Chile in Quest of Inclusive Education
Boris Alvarez, Paola Andrea Vergara, and Irma Iglesias - Universal Design for Learning in China
Haoyue Zhang and George Zhao - Snapshot - Reducing Learning Barriers Through the Use of FACE Program
Radhike Khanna and Elizabeth M. Dalton - Snapshot - A District’s Journey to Measure Universal Design for Learning (UDL)
Katie Novak and Laura Chesson - 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 - Balancing Requirements, Options and Choice in UDL: Smorgasbord or Nutritious Diet?
Britt Tatman Ferguson - UDL Practices in India: Paving a Path from Equality to Equity in Learning
Aashna Khurana - UDL-Inspired Pedagogical Practices and a Case Study in Regular Japanese Classes
Kiyoji Koreeda - No-Tech Solutions for Utilizing the UDL Framework in the Inclusive Mathematics Classroom
Marla J. Lohmann, Ruby L. Owiny, Kathleen A. Boothe - Snapshot - Science for All Through UDL: Using UDL as a Framework for Science Education for the English Learner
Heather Pacheco-Guffrey, Jeanne Carey Ingle - Snapshot - Reconstructing Asynchronous Online Learning with UDL
Kathryn Nieves - SAMR Strategies for the Integration of Technology Through UDL
Debra K. Bauder, Katherine M. Cooper, and Thomas J. Simmons - Engagement, Representation, and Expression in Online Mind Mapping Activities
Rosa Cendros Araujo and George Gadanidis - Handcrafted Customized Content and School Activities with Newly Developed Technologies
Shigeru Ikuta and Yumi Hisatsune - Connecting the World in a Disconnected Classroom
Vivian B. Intatano - Snapshot - Wearable Assistive Technology: An Illuminated Glove Project with Conductive Thread and LilyPad Technology
Cindy L. Anderson and Kevin M. Anderson - Snapshot - Aquatic Adventures: Deep Dive Investigation of UDL Through a Pond Keepers Project
Juliet Boone - Universal Access in Online Distance Education: A Case Study from the Philippines
Melinda dela Peña Bandalaria - Applying UDL Principles in an Inclusive Design Project Based on MOOCs Reviews
Francisco Iniesto, Covadonga Rodrigo, and Garron Hillaire - General Accessibility Guidelines for Online Course Content Creation
Kathleen Bastedo and Nancy Swenson - Snapshot - Creating UDL Learning and Teaching Strategies to Address the Underrepresentation of Present-Day Indigenous Perspectives
Kerry Armstrong, Brenda Boreham, and Terri Mack - Snapshot - Using the YouTube Automated Captioning Tool for Video Lectures
Sandra A. Rogers - Snapshot - A Fully Mobile Professional Development Course for Teachers in Israel
Shir Boim Shwartz and Eran Adi Cioban - Examining the Integration of Digital and Multimodal Resources in Online Courses Using a Universal Design Framework
Peggy Semingson and Kathryn Pole - The Intersection of Chinese Philosophical Traditions and UDL: Exploring Current Practice in Chinese Early Childhood Classrooms
Janet Arndt and Nili Luo - Promoting Inclusion Education and Intercultural Competence in an Ecuadorian International Service Learning Project-based Course
Maria DeFreece Lawrence - 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 - Developing Inclusive Education in Ireland: The Case for UDL in Initial Teacher Education
Ellen Reynor - Snapshot - Understanding How UDL Can Serve as a Framework for Instructional Decisions
Lisa Harris and Lindsay Yearta - Snapshot - Importance of Classroom Atmosphere in Elementary Schools to Improve the Inclusive Education System in Japan
Honami Okabe and Masayoshi Tsuge - Innovative Approach: Using Legos in a Hands-on Activity to Teach Educators the Foundations of UDL
Amir Bar and Betty Shrieber - Spreading the Word about Assistive Technology and Universal Design for Learning: A Model for Professional Teacher Learning
Jennifer Edge-Savage and Mike Marotta - Universal Design for Learning in Augmented and Virtual Reality Trainings
Katharina Menke, Jennifer Beckmann, and Peter Weber - Raising the Bar with UDL: A Case for Change
Leanne Woodley - Snapshot - Designing for Open Educational Environments: Balancing Access, Equity, and Engagement
Elizabeth Childs and Jo Axe - Snapshot - Support for Students with Developmental Disabilities in a Regular Elementary School Class in Japan
Shintaro Nagayama and Masayoshi Tsuge - The Potential Evolution of Universal Design for Learning (UDL) Through the Lens of Technology Innovation
David Banes and Kirk Behnke - Universal Design for Learning and the Landfill of Revolutionary Educational Innovations
Dave L. Edyburn - Snapshot - The Precarious Promise of Emergent Tech and Universal Design for Learning: A Pivotal Point
Susan Molnar - Snapshot - A Vision for Pre-Service and In-Service Learner-Centered Teaching Through the Arts
Susan Trostle Brand and Laurie J. DeRosa - Epilogue: Learning from Diverse Perspectives on Inclusive Instructional Design and Next Steps
Susie L. Gronseth
Section 2
Policies and Structures for Reducing Learning Barriers
Section 3
Inclusive Classroom Design and Instructional Strategies
Section 4
Technology Innovations for Inclusive Learning
Section 5
Issues in the Design of Accessible Instructional Materials
Section 6
Current Research and Evaluation in Inclusive Learning Around the World
Section 7
Inclusive Instructional Design Cases
Section 8
Future Directions
Author Biographies
Index
Editor(s)
Biography
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.
Reviews
"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.