UDL: A framework for good teaching, a model for student success
GRAD 792: Seminar on College Teaching
Universal Design for Learning is a three-part model for good teaching, designed to promote inclusive classroom instruction and accessible course materials. Thus, it's about both teaching and technology. The case for UDL begins by acknowledging the diversity evident in today's classrooms, including students of different ages and life experiences, genders, ethnicities, language backgrounds, and learning styles. Disabilities—both apparent and non-apparent—are another facet of student diversity. So, too, is the wide range of technologies used by instructors and students.
- Craig Spooner, ACCESS Project Coordinator
- Burgstahler, S., & Cory, R. (2008). Universal Design in Higher Education: From Principles to Practice. Cambridge, MA: Harvard Education Press.
- Rose, D. H., Harbour, W. S., Johnston, C. S., Daley, S. G., & Abarbanell, L. (2006). Universal design for learning in postsecondary education: Reflections on principles and their application. Journal of Postsecondary Education and Disability, 19(2), 135-151.
- Schelly, C. L., Davies, P. L., & Spooner, C. L. (2011). Student Perceptions of Faculty Implementation of Universal Design for Learning. Journal of Postsecondary Education and Disability, 24(1), 17-28.