Book Sections
There are eight major sections in Universal Access Through Inclusive Instructional Design. The purpose and possible topics for each are described below.
1. Foundations of Universal Design for Learning, Accessibility, and Curricular Quality
2. Policies and Structures for Reducing Learning Barriers
3. Inclusive Classroom Design and Instructional Strategies
4. Technology Innovations for Inclusive Learning
5. Issues in the Design of Accessible Instructional Materials
6. Current Research and Evaluation in Inclusive Learning Around the World
7. Inclusive Instructional Design Cases
8. Future Directions
1. Foundations of Universal Design for Learning, Accessibility, and Curricular Quality
- The purpose of this section is to provide a strong foundation on the UDL design framework and similar inclusive instructional design approaches, the theoretical concepts they are based on, and how these concepts and the design frameworks relate to accessibility and curricular quality in regards to supporting differing needs and abilities in educational systems around the world.
- Possible topics: Explanations of the Universal Design for Learning framework, inclusive education basics, guidelines for accessibility of digital instructional content, frameworks for evaluation of curricular quality in supporting all learners, what these terms mean in various countries, and how UDL differs from and/or aligns with other terms (such as differentiation, multiple intelligences, learning styles, assistive technology).
2. Policies and Structures for Reducing Learning Barriers
- The purpose of the section is to identify, explain, and explore the impact of existing educational policies around the world that relate to inclusion, and how these policies (or lack thereof) frame international structures that support educational equity for diverse populations.
- Possible topics: International policies and expectations for inclusion and educational equity, policies and structures from various countries and how they interact or relate to each other, insufficient or ineffective policies and their impact on inclusion.
3. Inclusive Classroom Design and Instructional Strategies
- The purpose of this section is to share examples from around the world of how UDL and inclusive design approaches are being applied to change the way that physical and instructional environments address learner variation, support accessibility, and enable teachers to be more effective in achieving inclusion.
- Possible topics: Flexibility in furniture and physical structures, choice strategies, strategies for supporting self-regulated learning, and issues of rigor and learning quality (such as accessibility, impact on equality of learning, inclusion, equity).
4. Technology Innovations for Inclusive Learning
- The purpose of this section is to highlight and explain specific examples of how technology is being used in educational settings around the world to reduce educational barriers, achieve more equitable access, and increase engagement and motivation for learning.
- Possible topics: Role of cell phones for professional development around the globe, APPS that support access, MOOCs, online accessibility and flexibility, and Artificial Intelligence (AI).
5. Issues in the Design of Accessible Instructional Materials
- The purpose of this section is to address the problem of material inaccessibility through examples from various countries and to identify and share information about resources that can help students and educators to develop or acquire accessible instructional materials to better support inclusion.
- Possible topics: Creative thinking about tools & materials (media & materials), instructional materials development, no-tech materials supporting diverse learners, Web Content Accessibility Guidelines (WCAG) recommendations for educators and instructional designers, and Google accessibility.
6. Current Research and Evaluation in Inclusive Learning Around the World
- The purpose of this section is to share with readers a sampling of exemplary research from a variety of countries that has explored issues of inclusive educational practice and applied strategies and frameworks. It will discuss results and offer recommendations applicable to implementing inclusive instructional design.
- Possible topics: Research from the US and across the other continents, how research can inform practice - between and across countries, determining effectiveness of learning frameworks and learning strategies, needs identification, research designs for scholarly inquiry into accessibility and inclusive learning, applications of UDL in theoretical frameworks, and systematic reviews of UDL, accessibility, and curricular quality studies.
7. Inclusive Instructional Design Cases
- The purpose of this section is to share some representative case study examples of inclusive instructional practices for readers to consider as they look to apply the information and strategies from earlier chapters in their own countries and educational environments.
- Possible topics: Examples of positive change at various levels and diverse learner populations (such as K-12, post-secondary, adult ed., professional development, training), work-related accessibility, information learning contexts, and examples of persistent challenges.
8. Future Directions
- The purpose of this section is to look ahead and consider inclusive learning issues around the world and to project how the concepts presented in this book can leverage change in educational systems and in individual lives in order to move toward universal access to learning for all.
- Possible topics: Change potential in third world countries, universal access, Internet impact, ubiquitous cell technology, and re-envisioning the possibilities in inclusive instructional design.