About the Book
Universal Access Through Inclusive Instructional Design: International Perspectives on UDL brings together educators, designers, and researchers worldwide to consider accessibility, curricular equity, and quality challenges through inclusive instructional design. Chapters (approximately 2500-3000 words) and "snapshots" (500-600 words) will address foundations, policies, design approaches, technology applications, accessibility challenges, curricular quality issues, research, and case studies. The book will give voice to the variety of international perspectives on these issues and highlight approaches that reduce barriers to learning, ensure quality instruction, and expand opportunities for all learners.
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Inclusive learning is a global issue, as educators, designers, and researchers in many different contexts (including K-12, higher education, and professional development) work to reduce barriers to learning for individuals with disabilities and other varying learner challenges. Universal Design for Learning (UDL) is a key framework in this movement, supporting learner variability through curricular flexibility in the areas of student engagement, representation of content, and learner action and expression. Though the terms that educators use to discuss these approaches in their corners of the globe may differ, the book will offer a unified focus of how they are being applied across teaching settings.
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