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.
Author(s): Susie L. Gronseth, Elizabeth M. Dalton
Publisher: Routledge
Year: 2019
Cover
Half Title
Title
Copyright
Dedication
Contents
Foreword
Preface
Acknowledgements
Section 1 Foundations of Universal Design for Learning, Accessibility, and Curricular Quality
1 UDL and Connected Laws, Theories, and Frameworks
2 Conceptual Frameworks for Design and Accessibility: The Design of an Online Learning System
3 Snapshot—Intersections of Race, Disability, Class, and Gender in Special/Inclusive Education: The Case of Sweden
4 Snapshot—Proactive Design to Ensure Accessibility
Section 2 Policies and Structures for Reducing Learning Barriers
5 The Prospects of Universal Design for Learning in South Africa to Facilitate the Inclusion of All Learners
6 The Global UDL Virtual Classroom: A Model for International Collaboration and Learning
7 Decaffeinated UDL: Chile in Quest of Inclusive Education
8 Universal Design for Learning in China
9 Snapshot—Reducing Learning Barriers Through the Use of the FACE Program
10 Snapshot—A District’s Journey to Measure Universal Design for Learning (UDL)
Section 3 Inclusive Classroom Design and Instructional Strategies
11 Access to the Curriculum for Students With Disabilities: Moving Closer to the Promise of UDL in Inclusive US Classrooms
12 Balancing Requirements, Options and Choice in UDL: Smorgasbord or Nutritious Diet?
13 UDL Practices in India: Paving a Path From Equality to Equity in Learning
14 UDL-Inspired Pedagogical Practices and a Case Study in Regular Japanese Classes
15 Low-Tech Solutions for Utilizing the UDL Framework in the Inclusive Mathematics Classroom
16 Snapshot—Science for All Through UDL: Using UDL as a Framework for Science Education for the English Learner
17 Snapshot—Reconstructing Asynchronous Online Learning With UDL
Section 4 Technology Innovations for Inclusive Learning
18 SAMR Strategies for the Integration of Technology Through UDL
19 Engagement, Representation, and Expression in Online Mind Mapping Activities
20 Handcrafted Customized Content and School Activities With Newly Developed Technologies
21 Connecting the World in a Disconnected Classroom
22 Snapshot—Wearable Assistive Technology: An Illuminated Glove Project With Conductive Thread and LilyPad Technology
23 Snapshot—Aquatic Adventures: Deep Dive Investigation of UDL Through a Pond Keepers Project
Section 5 Issues in the Design of Accessible Instructional Materials
24 Universal Access in Online Distance Education: A Case Study From the Philippines
25 Applying UDL Principles in an Inclusive Design Project Based on MOOCs Reviews
26 General Accessibility Guidelines for Online Course Content Creation
27 Snapshot—Creating UDL Learning and Teaching Strategies to Address the Underrepresentation of Present-Day Indigenous Perspectives
28 Snapshot—Using the YouTube Automated Captioning Tool for Video Lectures
29 Snapshot—A Fully Mobile Professional Development Course for Teachers in Israel
30 Snapshot—Examining the Integration of Digital and Multimodal Resources in Online Courses Using a Universal Design Framework
Section 6 Current Research and Evaluation in Inclusive Learning Around the World
31 The Intersection of Chinese Philosophical Traditions and UDL: Exploring Current Practice in Chinese Early Childhood Classrooms
32 Promoting Inclusion Education and Intercultural Competence in International Service-Learning Project-Based Course in Ecuador
33 Designing an Online Graduate Orientation Program: Informed by UDL and Studied by Design-Based Research
34 Developing Inclusive Education in Ireland: The Case for UDL in Initial Teacher Education
35 Snapshot—Understanding How UDL Can Serve as a Framework for Instructional Decisions
36 Snapshot—Importance of Classroom Atmosphere in Elementary Schools to Improve the Inclusive Education System in Japan
Section 7 Inclusive Instructional Design Cases
37 Innovative Approach: Using Legos in a Hands-On Activity to Teach Educators the Foundations of UDL
38 Spreading the Word About Assistive Technology and Universal Design for Learning: A Model for Professional Teacher Learning
39 Universal Design for Learning in Augmented and Virtual Reality Trainings
40 Raising the Bar With UDL: A Case for Change
41 Snapshot—Designing for Open Educational Environments: Balancing Access, Equity, and Engagement
42 Snapshot—Support for Students With Developmental Disabilities in a Regular Elementary School Class in Japan
Section 8 Future Directions
43 The Potential Evolution of Universal Design for Learning (UDL) Through the Lens of Technology Innovation
44 Universal Design for Learning and the Landfill of Revolutionary Educational Innovations
45 Snapshot—The Precarious Promise of Emergent Tech and Universal Design for Learning: A Pivotal Point
46 Snapshot—A Vision for Pre-Service and In-Service Learner-Centered Teaching Through the Arts
47 Epilogue: Learning From Diverse Perspectives on Inclusive Instructional Design and Next Steps
List of Contributors
Index
