Smart From the Start

Abstract

In a few short years, Universal Design revolutionized access to public spaces with a simple message: Consider the needs of all potential users from the beginning. Universal Design for Learning (UDL) promises another revolution—this time in the development of educational curricula and materials that include potent supports for access and learning from the start, rendering them effective for a far wider range of students than traditional materials. This article traces the development of UDL from its origins in the field of architecture and CAST Inc.'s early work, and then it describes a project that developed both a model digital U.S. history textbook incorporating UDL features and publisher guidelines that facilitate the creation of digital textbooks to support the access and learning needs of the broadest possible range of users, including students with disabilities.

Applying Universal Design to Information Literacy

“…20 The means of ensuring full access, as indicated by the three principles of UDL, is to increase the ways students interact with the course content: UDL' s focus on representation, expression, and engagement addresses the variety of learning profiles present in classrooms. 22 The first principle refers to presenting course materials in multiple formats. Students with dyslexia, in particular, often require that course material be available in an electronic format readable by a text-to-speech screen reader.…”

Perceptions of U.S. teachers of the visually imparied on commercially-produced, described video within educational multimedia.

“…In fact, through the use of accessible technologies, students with disabilities may experience more independence and choice in their learning (Collins & Halverson, 2009;Hitchcock et al, 2002;Rose, 2000;Rose, 2001;Pisha & Coyne, 2001). Through the use of technology, learning has the potential to be individualized, flexible and engaging (Flores, 2008;Council for Exceptional Children, 2005;Anderson-Inman & Reinking, 1998).…”

“…al, 1999;Trace Center, 2011;Vanderheiden, 2000). These principles have supported the need for multiple representations of information for curricular materials that may meet the needs of both nondisabled and disabled individuals (Bowe, 2000;CAST, n.d.;Edyburn, 2010;Hitchcock, 2001;Hitchcock et al 2002;Pisha and Coyne, 2001;Rose, 2000Rose, , 2001Vanderheiden, 2000). In consideration, it has been noted that digital media has the capability of offering a curriculum that is created once but can be delivered in a multitude of ways (Hitchcock, Meyer, Rose & Jackson, 2002).…”

“…They noted that adapting the design of instructional materials is particularly important for students with sensory disabilities (1998). The central thought behind universal design for learning (UDL) has been to infuse flexibility within curricular materials and instruction to benefit all students, including students with disabilities (CAST, n.d.; Edyburn, 2010;Hitchcock, 2001;Pisha & Coyne, 2001;Rose, 2000Rose, , 2001Hitchcock, Meyer, Rose & Jackson, 2002;Rose, Meyer & Hitchcock, 2006).…”

“…In addition, Pisha and Coyne described how it is less expensive to consider universal design during the planning phase, rather than "retro-fitting" later at a greater cost (2001). Pisha and Coyne (2001) also believed that products created with universal design in mind, not only helped students with disabilities, but also could support their peers' and teachers' classroom experience. They stated that universal design supplied teachers with "pre-made" aids and supports for presentation of curriculum, and the flexibility for their diverse student population .…”