Published Books and Articles About Universal Design in Higher Education (UDHE)

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Increasing numbers of publications are appearing in the literature to document outcomes of UDHE practices and to help individuals and organizations apply universal design in the higher education setting. Following is a sample of published articles, books, and training materials organized by topic.

Faculty Development Regarding Universal Design of Instruction
Efficacy of Universal Design of Instruction
Teaching About Universal Design
Universal Design of Assessment
Universal Design in Higher Education
Universal Design of Instruction
Universal Design of Online Learning
Universal Design of Physical Spaces
Universal Design of Services
Universal Design in Specific Content Areas
Universal Design of Technology

Faculty Development on How to Apply Universal Design to Instructional Practices

Armstrong, T. (2017). Neurodiversity: THE FUTURE OF SPECIAL EDUCATION? Educational Leadership, 74(7), 10.
Bruch, P. L. (2003). Interpreting and implementing universal instructional design in basic writing. In Curriculum Transformation and Disability: Implementing Universal Design in Higher Education (pp. 93-103). University of Minnesota, Center for Research on Developmental Education and Urban Literacy.
Burgstahler, S. (2011). Universal design: Implications for computing education. ACM Transactions on Computing Education, 11(3).
Burgstahler, S. (Guest Ed.). (2011). STEM Special Issue. Journal of Postsecondary Education and Disability, 24(4).
Burgstahler, S. (2012). Universal design of web pages in class projects [Brochure]. Seattle: DO-IT, University of Washington.
Chodock, T., & Dolinger, E. (2009). Applying universal design to information literacy: Teaching students who learn differently at Landmark College. Reference and User Services Quarterly, 49(1), 24-32.
Curry, C., Cohen, L., & Lightbody, N. (2006). Universal design in science learning. The Science Teacher, 73(3), 32-37.
Lightfoot, E., & Gibson, P. (2005). Universal instructional design: A new framework for accommodating students in social work courses. Journal of Social Work, 41(2), 269-277.
Erlandson, R., Enderle, J., & Winters, J. (2006). Educating engineers in universal design and accessible design. In J.M. Winters and M.F. Story (Eds.), Medical instrumentation: Accessibility & usability considerations. CRC Press.
Hall, C. W., & Webster, R. E. (2008). Metacognitive and Affective Factors of College Students with and without Learning Disabilities. Journal of Postsecondary Education and Disability, 21(1), 32–41.
Hennessey, M.L. & Koch, L. (2007). Universal design for instruction in rehabilitation counselor education. Rehabilitation Education, 21(3), 187-194.
Lazar, J., Churchill, E. F., Grossman, T., van der Veer, G., Palanque, P., Morris, J., & Mankoff, J. (2017). Making the Field of Computing More Inclusive. Communications of the ACM, 60(3), Pages 50-59. http://dx.doi.org/10.1145/2993420
McGuire-Schwartz, M. E., & Arndt, J. S. (2007). Transforming universal design for learning in early childhood teacher education from college classroom to early childhood classroom. Journal of Early Childhood Teacher Education, 28(2), 127-139.
Mowrer, K., "Organization-Based Disability Access: A YMCA Childcare Center Case Study" (2019). Capstone Collection. 3178.
Myers, K. (2015). Incorporating universal design into administration courses: A case study. In S. Burgstahler (Ed.), Universal design in higher education: From principles to practice (2nd ed., pp. 151-161). Cambridge, MA: Harvard Education Press.
McAlexander, P. J. (2003). Using principles of universal design in college composition courses. In Curriculum Transformation and Disability: Implementing Universal Design in Higher Education (pp. 105-114). University of Minnesota, Center for Research on Developmental Education and Urban Literacy.
Beckman, P. (2009). Universal design for learning: A field experiment comparing specific classroom actions. AMCIS 2009 Proceedings, paper 10.
Rickerson, N., & Deitz, J. (2003). Integration of universal design of instruction in occupational therapy professional education: Responding to student diversity. The American Journal of Occupational Therapy, 57, 594-597.
Burgstahler, S. (Ed.). (2009). Building the team: Faculty, staff, and students working together – Presentation and resource materials. Seattle: University of Washington. www.uw.edu/doit/TeamN/
Smyser, M. (2003). Maximum mobility and function. American School & University.
Street, C. D., Koff, R., Fields, H., Kuehne, Handlin, L., Getty, M., & Parker, David R. (2012). Expanding access to STEM for at-risk learners: A new application of universal design for instruction. Postsecondary Education and Disabilities Journal, 25(4), 363-375.
Sweet, E. (2018). Accessibility in the laboratory. ACS Symposium Series, 1272. Retrieved from http://www.doi.org/10.1021/bk-2018-1272.ch001
Van Munster, M. A., Lieberman, L. J., & Grenier, M. A. (2019). Universal Design for Learning and Differentiated Instruction in Physical Education. Adapted Physical Activity Quarterly, (00), 1-19.

Efficacy of Universal Design of Instruction

Aaron, P. G., & Phillips, S. (1986). A decade of research with dyslexic college students: a summary of findings. Annals of Dyslexia, 36, 44–66.
AlRawi, J.M., AlKahtani, M.A. (2021). Universal Design for Learning for Educating Students with Intellectual Disabilities: A Systematic Review. International Journal of Developmental Disabilities.
Black, R. D., Weinberg, L. A., & Brodwin, M. G. (2015). Universal design for learning and instruction: Perspectives of students with disabilities in higher education. Exceptionality Education International, 25(2), 1-16.
Davies, P. L., Schelly, C. L., & Spooner, C. L. (2013). Measuring the effectiveness of universal design for learning intervention in postsecondary education. Journal of Postsecondary Education and Disability, 26(3), 5-37.
Embry, P. B., Parker, D. R., McGuire, J. M., & Scott, S. S. (2005). Postsecondary disability service providers’ perceptions about implementing Universal Design for Instruction. Journal on Postsecondary Education and Disability, 18, 34-48.
Fuentes, S. S., Castro, L., Casas, J. A., Vallejo, V., & Zuñiga, D. (2016). Teacher perceptions based on universal design for learning. Commun Disord Deaf Stud Hearing Aids, 4, 155.
Goldman, C., et al. (1992) "Design for Accessibility: A Cultural Administrator’s Handbook." National Assembly of State Arts Agencies (NASAA).
Higbee, J. L. (2015). The faculty perspective: Implementation of universal design in a first-year classroom. In Universal design in higher education: From principles to practice (pp. 101-116). Cambridge, MA: Harvard Education Press.
Durre, I., Richardson, M., Smith, C., Shulman, J. A., & Steele, S. (2015). Universal design of instruction: Reflections of students. In Universal design in higher education: From principles to practice (pp. 117-130). Cambridge, MA: Harvard Education Press.
Izzo, M. V., Murray, A., & Novak, J. (2008). The faculty perspective on universal design for learning. Journal of Postsecondary Education and Disability, 21(2), 60-72.
Murawski, W. W., & Scott, K.L. (Eds.). (2019). What Works With Universal Design for Learning. Corwin Press.
Ofiesh, N. S., Rojas, C. M., & Ward, R. A. (2006). Universal design and the assessment of student learning in higher education. Journal of Postsecondary Education and Disability, 21(2), 173-181.
Parker, D. R., & Getty, M. (2009, Fall). PLTL and universal design for instruction: Investigating wider access for students with disabilities. Progressions Newsletter, 10(1).
Parker, H.B. (2012). Learning starts with design: Using universal design for learning (UDL) in higher education course redesign. Advances in Educational Administration, 16, 109-136.
Rappolt-Schlichtmann, G., Daley, S. G., Lim, S., Lapinski, S., Robinson, K. H., & Johnson, M. (2013). Universal Design for Learning and Elementary School Science: Exploring the Efficacy, Use, and Perceptions of a Web-Based Science Notebook. Journal Of Educational Psychology, 105(4), 1210-1225.
Roberts, K. D., Park, H. J., Brown, S., & Cook, B. (2011). Universal design for instruction in postsecondary education: A systematic review of empirically based articles. Journal of Postsecondary Education and Disabilities Journal, 24(1), 4-18.
Roberts, K. D., Satkyjgykyjova, M., & Park, H-J. (2015). Universal design for instruction in postsecondary education: A literature review of empirically based articles. In Universal design in higher education: From principles to practice (pp. 65-80). Boston: Harvard Education Press.
Seok, S., DaCosta, B., & Hodges, R. (2018). A systematic review of empirically based Universal Design for Learning: implementation and effectiveness of Universal Design in education for students with and without disabilities at the postsecondary level. Open Journal of Social Sciences, 6(05), 171-189.
Utschig, T. T., Moon, N. W., Todd, R. L., & Bozzorg, A. (2011). Faculty efficacy in creating productive learning environments: Universal design and the lens of students with disabilities. International Journal of Process Education, 3(1), 51-64.

Teaching About Universal Design

Alise de Bie, Elizabeth Marquis, Megan Suttie, Olivia Watkin-McClurg & Cherie Woolmer (2020). "Orientations to teaching more accessibly in postsecondary education: mandated, right, pedagogically effective, nice, and/or profitable?", Disability & Society, DOI: 10.1080/09687599.2020.1848803.
Allen, A.G., Anderson, S.C. (2020). Universal Design for Learning and Instruction: Overcoming Barriers Facing Students with Disabilities in Colleges and Universities. Journal of Education & Social Policy, 7(4).
Burgstahler, S. (2020). Teaching and Learning Activities. Creating Inclusive Learning Opportunities in Higher Education: A Universal Design Toolkit. Harvard Education Press, p151–162.
Burgstahler, S. (2020). Teaching About UD. Creating Inclusive Learning Opportunities in Higher Education: A Universal Design Toolkit. Harvard Education Press, p163–175.
Carballo R., Aguirre A. & Lopez-Gavira R. (2021). Social and Juridical Sciences faculty members’ experiences in Spain: what to do to develop an inclusive pedagogy, Disability & Society, 2021, Taylor & Francis Group, pp. 1-22.
Cohen, R.F., Fairley, A.V., Gerry, D., Lima, G.R. (2005). Accessibility in Introductory Computer Science. In: Proceedings of the 36th SIGCSE Technical Symposium on Computer Science Education - SIGCSE. vol. 37, pp. 17–21. ACM Press, New York.
Cortés Díaz, M., Ferreira Villa, C., & Arias Gago, A.R. (2021). Fundamentals of Universal Design for Learning from an International Perspective. Brazilian Magazine of Special Education, 27.
Dyjur, P., Ferreira C., Tracey, C. (2021). Increasing Accessibility and Diversity by Using a UDL Framework in an Infographics Assignment. Currents in Teaching & Learning 12(2), p71-83.
Gosbell, L. (2021). Universal Design for Learning in Christian Higher Education: Inclusive Practices for Students with and Without Disability. Innovating Christian Education Research. Springer Nature Singapore.
Griful-Freixenet, J., Struyven, K., Verstichele, M., & Andries, C. (2017). Higher education students with disabilities speaking out: perceived barriers and opportunities of the Universal Design for Learning framework. Disability & Society, 32(10), 1627-1649.
Hofeer, M. (2015). UDL: A Systematic Approach to Supporting Diverse Learners. Faculty Focus; Magna Publications.
Keates, S. (2015). A pedagogical example of teaching universal access, Universal Access in the Information Society, 14(1), 97-110.
Keith, S., Whitney, G., & Petz, A. (2009). Design for all as focus in European ICT teaching and training activities.
Kortering, L. J., McClannon, T. W., Braziel, P. M. (2008). "Universal design for learning: A look at what algebra and biology students with and without high incidence conditions are saying." Remedial and Special Education, 29, 352–363.
Lazar, J. (2018). Breaking Down Barriers Between Undergraduate Computing Students and Users with Disabilities. In Cambridge Workshop on Universal Access and Assistive Technology (pp. 171-179). Springer, Cham.
Leah M. Melber & Kayla D. Brown. (2008) “Not Like a Regular Science Class:” Informal Science Education for Students with Disabilities. The Clearing House: A Journal of Educational Strategies, Issues and Ideas, 82:1, 35-39.
Ludi, S., Huenerfauth, M., Hanson, V., Rajendra Palan, N., & Garcia, P. (2018). Teaching inclusive thinking to undergraduate students in computing programs. In Proceedings of the 49th ACM Technical Symposium on Computer Science Education (pp. 717-722). ACM.
Nicolle, C. A., Darzentas, J., Tahkokallio, P., & Velasco, C. (2005). Recommendations from IDCnet for promoting inclusive design in ICT curricula.
Palan, N. R., Hanson, V. L., Huenerfauth, M., & Ludi, S. (2017). Teaching Inclusive Thinking in Undergraduate Computing. In Proceedings of the 19th International ACM SIGACCESS Conference on Computers and Accessibility (pp. 399-400). ACM..
Petrie, H., & Edwards, A. (2006). Inclusive design and assistive technology as part of the HCI curriculum. In Proceedings of HCI Educators Workshop (pp. 23-24).
Pirani, Z., Sasikumar, M. (2014). Accessibility Issues in Learning Management Systems for Learning Disabled: A Survey. Recent Advances in Intelligent Informatics (pp.253-264).
Putnam, C., Dahman, M., Rose, E., Cheng, J., & Bradford, G. (2016). Best Practices for Teaching Accessibility in University Classrooms: Cultivating Awareness, Understanding, and Appreciation for Diverse Users. ACM Transactions on Accessible Computing (TACCESS), 8(4), 13.
Putnam, C., Dahman, M., Rose, E., Cheng, J., & Bradford, G. (2015). Teaching Accessibility, Learning Empathy. In Proceedings of the 17th International ACM SIGACCESS Conference on Computers & Accessibility (pp. 333-334). ACM.
Rahm, J. (2014) Reframing Research Informal Teaching and Learning in Science: Comments and Commentary at the Heart of a New Vision for the Field. Special Issue: Learning Science in Everyday Life; Vol. 5(3), 395-406.
Rosmaita, B. J. (2006). Accessibility now!: teaching accessible computing at the introductory level. In Proceedings of the 8th international ACM SIGACCESS (pp. 277-278). ACM.
Rughiniş C., Rughiniş R. (2014). ‘In My Shoes’ Interaction Sandbox for a Quest of Accessible Design: Teaching Sighted Students Accessible Design for Blind People. In: Stephanidis C., Antona M. (eds) Universal Access in Human-Computer Interaction. Design and Development Methods for Universal Access. UAHCI 2014. Lecture Notes in Computer Science, vol 8513. Springer, Cham.
Scott, L. A., Temple, P., & Marshall, D. (2015). UDL in Online College Coursework: Insights of Infusion and Educator Preparedness. Online Learning, 19(5), 99-119.
Shinohara, K., Bennett, C. L., Pratt, W., & Wobbrock, J. O. (2018). Tenets for Social Accessibility: Towards Humanizing Disabled People in Design. ACM Transactions on Accessible Computing (TACCESS), 11(1), 6.
Shinohara, K., Kawas, S., Ko, A. J., & Ladner, R. E. (2018). Who teaches accessibility?: A survey of US computing faculty. In Proceedings of the 49th ACM Technical Symposium on Computer Science Education (pp. 197-202). ACM.
Vitelli, E. M. (2015). Universal design for learning: Are we teaching it to preservice general education teachers? Journal of Special Education Technology, 30(3), 166-178.
Wang, Y. D. (2012). A Holistic and Pragmatic Approach to Teaching Web Accessibility in an Undergraduate Web Design Course. In Proceedings of the 13th annual conference on Information technology education (pp. 55-60). ACM.

Universal Design of Assessment

Dolan, R. P., Hall, T. E., Banerjee, M., Chun, E., Strangman, N. (2005). "Applying principles of universal design to test delivery: The effect of computer-based read-aloud on test performance of high school students with learning disabilities." Journal of Technology, Learning, and Assessment, 3(7).
Ketterlin-Geller, L., & Johnstone, C. (2006). Accommodations and universal design: Supporting access to assessments in higher education. Journal of Postsecondary Education and Disability, 21(2), 163-172.
Ketterlin-Geller, L., Johnstone, C. J., & Thurlow, M. I. (2015). Universal design of assessment. In Universal design in higher education: From principles to practice (pp. 161-175). Cambridge, MA: Harvard Education Press.
Ofiesh, N. S., Rojas, C. M., & Ward, R. A. (2006). Universal design and the assessment of student learning in higher education. Journal of Postsecondary Education and Disability, 21(2), 173-181.
Shinn, E., & Ofiesh, N. S. (2012). Cognitive diversity and the design of classroom tests for all learners. Journal of Postsecondary Education and Disability, 25(3), 232-255.

Universal Design in Higher Education

Taylor, C. M., & Colvin, K. L. (2013). Universal design: A tool to help college students with Aspergers Syndrome Engage on Campus. About Campus, 18, 9-15.
Aaron, P. G., & Phillips, S. (1986). A decade of research with dyslexic college students: a summary of findings. Annals of Dyslexia, 36, 44–66.
Abdul-Alim, J. (2015). Universities struggle to ensure access to online education for students with disabilities. Insight Into Diversity.
Abell, M. M., Jung, E., Taylor, M. (2011). "Students’ perceptions of classroom instructional environments in the context of universal design for learning." Learning Environments Research, 14, 171–185. doi:10.1007/s10984-011-9090-2
AccessComputing. (2018). Equal access: Universal design of computing departments [Brochure]. Seattle: DO-IT, University of Washington.
AccessEngineering. (2017). Equal access: universal design of engineering departments [Brochure]. Seattle: DO-IT, University of Washington.
AccessEngineering. (2017). Equal access: universal design of engineering labs [Brochure]. Seattle: DO-IT, University of Washington.
AccessEngineering. (2015). Making a makerspace? Guidelines for accessibility and universal design [Brochure]. Seattle: DO-IT, University of Washington.
Aguirre, R. R., & Duncan, C. (2013). Being an Elbow: A Phenomenological Autoethnography of Faculty-Student Collaboration for Accommodations. Journal Of Teaching In Social Work, 33(4/5), 531-551.
Al-Azaweil, A., Serenelli, F., & Lundqvist, K. (2016). Universal Design for Learning (UDL): A content analysis of peer reviewed journal papers from 2012 to 2015. Journal of the Scholarship of Teaching and Learning, 16(3), 39–56.
Alise de Bie, Elizabeth Marquis, Megan Suttie, Olivia Watkin-McClurg & Cherie Woolmer (2020). "Orientations to teaching more accessibly in postsecondary education: mandated, right, pedagogically effective, nice, and/or profitable?", Disability & Society, DOI: 10.1080/09687599.2020.1848803.
Allen, A.G., Anderson, S.C. (2020). Universal Design for Learning and Instruction: Overcoming Barriers Facing Students with Disabilities in Colleges and Universities. Journal of Education & Social Policy, 7(4).
AlRawi, J.M., AlKahtani, M.A. (2021). Universal Design for Learning for Educating Students with Intellectual Disabilities: A Systematic Review. International Journal of Developmental Disabilities.
Anderson, A. (2020). Universal Design Online and Students on the Autism Spectrum: Is it a Match?. In D. Schmidt-Crawford (Ed.), Proceedings of Society for Information Technology & Teacher Education International Conference (pp. 1968-1974). Online: Association for the Advancement of Computing in Education (AACE). Retrieved May 4, 2020 from https://www.learntechlib.org/primary/p/215979/.
Anderson, A., Cory, R. C., Griffin, P., Richter, P. J., Ferguson, S., Patterson, E., & Reed, L. (2015). Applications of Universal Design to Student Services: Experiences in the Field. In Universal design in higher education: From principles to practice (pp. 191-200). Boston: Harvard Education Press.
Andrade, W.T., Gonçalves de Branco, R., Cagnin, M.I., & Barroso Paiva, D.M. (2018). Incorporating Accessibility Elements to the Software Engineering Process . Advances in Human-Computer Interaction. Vol. 2018.
Armstrong, T. (2017). Neurodiversity: THE FUTURE OF SPECIAL EDUCATION? Educational Leadership, 74(7), 10.
Ashman, A. (2010). Modeling inclusive practices in postgraduate tertiary education courses. International Journal of Inclusive Education, 14(7), 667–680.
Avigerious, P., Papasalouros, A., Retalis, S., & Skordalakis, M. (2003). Towards a pattern language for learning management systems. Educational Technology & Society, 6(2), 11-22.
Axelrod, J. (2014). Universal design in built and online environments. In M.L. Vance, N.E. Lipsitz, & K. Parks (Eds.). Beyond the Americans with Disabilities Act: Inclusive Policy and Practice for Higher Education (pp. 141-144). Washington, DC: National Association of Student Personnel Administrators.
Baglieri, S., Ed.D. (2020). "Toward Inclusive Education? Focusing a Critical Lens on Universal Design for Learning." Canadian Journal of Disability Studies, 2020.
Bali, M. & Greenlaw, S. (2016, September 12). Tips for inclusive teaching. The Chronicle of Higher Education. Retrieved from https://www.chronicle.com/blogs/profhacker/tips-for-inclusive-teaching/62747
Barnard-Brak, L., & Sulak, T. N. (2010). Online versus face-to-face accommodations among college students with disabilities. American Journal of Distance Education, 24, 81-91.
Basham, J. D., Lowrey, K. A., & deNoyelles, A. (2010). Computer mediated communication in the universal design for learning framework for preparation of special education teachers. Journal of Special Education Technology, 25(2), 31–44.
Basham, J. D., Lowrey, K. A., & deNoyelles, A. (2010). Computer mediated communication in the universal design for learning framework for preparation of special education teachers. Journal of Special Education Technology, 25(2), 31–44.
Baucham, M.S. (2020). "A Transcendental Phenomenological Study of Faculty Use of Universal Design For Learning That Includes Multiple Means of Expression While Teaching Online General Education Courses at a Technical College." Liberty University, Lynchburg, VA.
Beck, T., del Castillo, P. D., Fovet, F., Mole, H., Noga, B., & University, M. G. (2014). Applying Universal Design to Disability Service Provision: Outcome Analysis of Universal Design (UD) Audit. Journal of Postsecondary Education and Disability.
Beckman, L., Hardin, S., & Bowman, S. (2018). From PLC to Practice: Transforming Classroom Instruction to Implement Universal Design for Learning. Learning Design.
Behling, K. (2017). Accessibility considerations for hybrid courses. New Directions for Teaching and Learning, 149. https://doi.org/10.1002/tl.20230
Bellman, S., Burgstahler, S., Chudler, E H. (2018). Broadening Participation by Including More Individuals With Disabilities in STEM: Promising Practices from an Engineering Research Center. American Behavioral Scientist. Vol 62, Issue 5, pp. 645 - 656.
Bernal, A.T., & Zera, D.A. (2012). Increasing accessibility in couple and family therapy training: Incorporating universal design for instruction. Contemporary Family Therapy, 34(1), 112-123.
Bettencourt, G. M., Kimball, E., & Wells, R. S. (2018). Disability in Postsecondary STEM Learning Environments: What Faculty Focus Groups Reveal About Definitions and Obstacles to Effective Support. 31. 383.
Bigelow, K. E. (2012). Designing for success: Developing engineers who consider universal design principles. Journal of Postsecondary Education and Disability, 25(3), 211–225.
Bigelow, K. E. (2015). Raising awareness of universal design in the engineering curriculum: Strategies and reflections. In Universal design in higher education: From principles to practice (pp. 297-306). Boston: Harvard Education Press.
Black, R. D., Weinberg , L. A., & Brodwin, M. G. (2015). Universal Design for Learning and Instruction: Perspectives of Students with Disabilities in Higher Education. Exceptionality Education International, 25(2).
Black, R. D., Weinberg, L. A., & Brodwin, M. G. (2015). Universal design for learning and instruction: Perspectives of students with disabilities in higher education. Exceptionality Education International, 25(2), 1-16.
Black, R. D., Weinberg, L. A., & Brodwin, M. G. (2014). Universal design for instruction and learning: A pilot study of faculty of instructional methods and attitudes related to students with disabilities in higher education. Exceptionality Education International, 24(1), 48–64.
Bongey, S. B., Cizaldo, G., & Kalnbach, L. (2010). Blended solutions: Using a supplemental online course site to deliver universal design for learning (UDL). Emerald Group Publishing Limited, 27(1), 4–16. doi:10.1108/10650741011011246
Bracken, S., & Novak, K. (2019). Universal Design for Learning a Global Framework for Realizing Inclusive Practice in Higher Education. Transforming Higher Education through Universal Design for Learning: An International Perspective, 346.
Bracken, S., & Novak, K. (Eds.). (2019). Transforming Higher Education through Universal Design for Learning: An International Perspective. Routledge.
Brothen, T., & Wambach, C. (2003). Universal instructional design in a computer-based psychology course. In J. Higbee (Ed.), Curriculum transformation and disability: Implementing universal design in higher education (pp. 127-148). Minneapolis: University of Minnesota, Center for Research on Developmental Education and Urban Literacy.
Bruch, P. L. (2003). Interpreting and implementing universal instructional design in basic writing. In Curriculum Transformation and Disability: Implementing Universal Design in Higher Education (pp. 93-103). University of Minnesota, Center for Research on Developmental Education and Urban Literacy.
Bryans Bongey, S., Cizadlo, G., & Kalnbach, L. (2010). Blended solutions: Using a supplemental online course site to deliver universal design for learning (UDL). Campus-Wide Information Systems, 21(1), 4-16.
Buchhannan, T., Smith, R. E. (2015). Collaboration for usable design: A case study in partnerships to promote universal design in higher education. In Universal design in higher education: From principles to practice (pp. 337-346). Boston: Harvard Education Press.
Burgstahler, S. (2020). A Framework for Inclusive Practices. Creating Inclusive Learning Opportunities in Higher Education: A Universal Design Toolkit. Harvard Education Press, p27-56.
Burgstahler, S. (2020). A Model for An Inclusive Campus. Creating Inclusive Learning Opportunities in Higher Education: A Universal Design Toolkit. Harvard Education Press, p177–206.
Burgstahler, S. (2020). Physical Spaces. Creating Inclusive Learning Opportunities in Higher Education: A Universal Design Toolkit. Harvard Education Press, p57–71.
Burgstahler, S. (2020). Technology. Creating Inclusive Learning Opportunities in Higher Education: A Universal Design Toolkit. Harvard Education Press, p73–108.
Burgstahler, S. (2020). Teaching and Learning Activities. Creating Inclusive Learning Opportunities in Higher Education: A Universal Design Toolkit. Harvard Education Press, p151–162.
Burgstahler, S. (2020, 2015). 20 tips for teaching an accessible online course. Seattle: University of Washington.
Burgstahler, S. (2020). Teaching About UD. Creating Inclusive Learning Opportunities in Higher Education: A Universal Design Toolkit. Harvard Education Press, p163–175.
Burgstahler, S. (2020). Creating inclusive learning opportunities in higher education: A universal design toolkit. Boston: Harvard Education Press.
Burgstahler, S. (2015). Opening doors or slamming them shut? Online learning practices and students with disabilities. Inclusive Technologies and Learning; Research, Practice, and Policy, 3(6).
Burgstahler, S. (Ed.). (2015). Universal design in higher education: From principles to practice (2nd ed.). Boston: Harvard Education Press.
Burgstahler, S. (2015). Promoters and inhibitors of universal design in higher education. In Universal design in higher education: From principles to practice (pp. 287-296). Boston: Harvard Education Press.
Burgstahler, S. (2015). Universal design in higher education. In Universal design in higher education: From principles to practice (pp. 1-28). Boston: Harvard Education Press.
Burgstahler, S. (2015). Universal design of instruction: From principles to practice. In Universal design in higher education: From principles to practice (pp. 31-64). Boston: Harvard Education Press.
Burgstahler, S. (2015). Universal design of physical spaces: From principles to practice. In Universal design in higher education: From principles to practice (pp. 201-213). Boston: Harvard Education Press.
Burgstahler, S. (2015). Universal design of student services: From principles to practice. In Universal design in higher education: From principles to practice (pp. 179-189). Boston: Harvard Education Press.
Burgstahler, S. (2015). Universal design of technology: From principles to practice. In Universal design in higher education: From principles to practice (pp. 231-251). Boston: Harvard Education Press.
Burgstahler, S. (2011). Universal design: Implications for computing education. ACM Transactions on Computing Education, 11(3).
Burgstahler, S. (2007). Accessibility training for distance learning personnel. Access Technology Higher Education Network (ATHEN) E-Journal, 2.
Burgstahler, S. (2006). The development of accessibility indicators for distance learning programs. Research in Learning Technology, 14(1), 79-102.
Burgstahler, S. (2002). Distance Learning: Universal Design, Universal Access. AACE Journal, 10(1), 3-30.
Burgstahler, S. (2017). Equal access: universal design of housing and residential life [Brochure]. Seattle: DO-IT, University of Washington.
Burgstahler, S. (Guest Ed.). (2011). STEM Special Issue. Journal of Postsecondary Education and Disability, 24(4).
Burgstahler, S., & Doe, T. (2004). Disability-related simulations: If, when, and how to use them. Review of Disability Studies, 1(2), 4-17. http://staff.washington.edu/sherylb/RDSissue022004.html
Burgstahler, S., & Moore, E. (2015). Impact of faculty training in UDI on the grades of students with disabilities. In S. Burgstahler (Ed.). Universal design in higher education: Promising practices. Seattle: DO-IT, University of Washington.
Burgstahler, S., & Thompson, T. (Eds). (2019). Accessible cyberlearning: A community report of the current state and recommendations for the future. Seattle: University of Washington.
Burgstahler, S., Anderson, A., & Litzkow, M. (2011). Accessible technology for online and face-to-face teaching and learning. In T. Cox & K. King (Eds.), The professor's guide to taming technology (pp. 201-218). Charlotte, NC: Information Age Publishing.
Burgstahler, S., Corrigan, B., & McCarter, J. (2005). Steps toward making distance learning accessible to students and instructors with disabilities. Information Technology and Disabilities Journal, 11(1).
Burgstahler, S., Corrigan, B., & McCarter, J. (2005). Applying universal instructional design to course websites by using course evaluations. Collected Essays on Learning and Teaching, 5.
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Universal Design of Instruction

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McGuire, J., & Scott, S. (2006). An approach to inclusive college environments: Universal design for instruction. Learning Disabilities: A Multidisciplinary Journal, 14, 21-31.
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Pedelty, M. (2003). Making a statement. In Curriculum Transformation and Disability: Implementing Universal Design in Higher Education (pp. 71-78). University of Minnesota, Center for Research on Developmental Education and Urban Literacy.
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Ragpot, L. (2011). Assessing student learning by way of drama and visual art: A semiotic mix in a course on cognitive development. Education As Change, 15 (S1), S63–S78.
Robinson, D. E., & Wizer, D. R. (2016). Universal Design for Learning and the Quality Matters Guidelines for the design and implementation of online learning events. International Journal of Technology in Teaching and Learning, 12(1), 17–32.
Rose, D. H., & Meyer, A. (2002). Teaching every student in the digital age: Universal design for learning. Alexandria, VA: Association for Supervision and Curriculum Development.
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Scott, S. S., McGuire, J. M., & Foley, T. E. (2003). Universal design for instruction: A framework for anticipating and responding to disability and other diverse learning needs in the college classroom. Equity & Excellence in Education, 36, 40-49.
Scott, S., & McGuire, J. (2015). A case study approach to promote practical applications of universal design for instruction. In Universal design in higher education: From principles to practice (pp. 315-324). Cambridge, MA: Harvard Education Press.
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Shaw, R. A. (2011). Employing universal design for instruction. New Directions for Student Services, 134, 21-33.
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Universal Design of Online Learning

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Dolan, R. P., Hall, T. E., Banerjee, M., Chun, E., Strangman, N. (2005). "Applying principles of universal design to test delivery: The effect of computer-based read-aloud on test performance of high school students with learning disabilities." Journal of Technology, Learning, and Assessment, 3(7).
Dyjur, P., Ferreira C., Tracey, C. (2021). Increasing Accessibility and Diversity by Using a UDL Framework in an Infographics Assignment. Currents in Teaching & Learning 12(2), p71-83.
Edmonds, C. (2004). Providing access to students with disabilities in online distance education: Legal and technical concerns for higher education. American Journal of Distance Education,18(1), 51-62.
Elias, T. (2011). Universal instructional design principles for mobile learning. International Review Of Research In Open And Distance Learning, 12(2), 143-156.
Elias, T. (2010). Universal instructional design principles for Moodle. International Review of Research in Open and Distance Learning, 11(2), 110-124.
Engleman, M., & Voytecki, K. (2010, March). Universal design for learning in online university courses: A 5-year study of learning styles, personality types and instructional preferences. In Society for Information Technology & Teacher Education International Conference, 2010(1), 449-454).
Evmenova, A. (2020). Walking the UDL Walk: Designing an Online Course About UDL. The Journal of Applied Instruction, 10(1).
Fitchen, C. S., Ferraro, V., Asuncion, J. V., Chwojka, C., Barile, M., Nguyen, M. N., Klomp, R., & Wolforth, J. (2009). Disabilities and e-learning problems and solutions: An exploratory study. Educational Technology and Society, 12, 241-256.
Foley, A., & Ferri, B. A. (2012). Technology for people, not disabilities: Ensuring access and inclusion. Journal of Research in Special Educational Needs, 12(4), 192-200.
Four types of disabilities: Their impact on online learning. (2008). TechTrends, 52(1), 51-55.
Gladhart, M. A. (2010). Determining faculty needs for delivering accessible electronically delivered instruction in higher education. Journal of Postsecondary Education and Disability, 22(3), 185-196.
Grabinger, R. S., Aplin, C., & Ponnappa-Brenner, G. (2008). Supporting learners with cognitive impairments in online environments. TechTrends: Linking Research and Practice to Improve Learning, 52(1), 63–69.
Green, K. (2010). Faculty training is a major investment for online education programs; ADA compliance remains a major vulnerability. Managing Online Education, 1-2.
Hashey, A. I., & Stahl, S. (2014). Making online learning accessible for students with disabilities. TEACHING Exceptional Children, 46(5), 70-78.
Hilera, J. R., Hoya, R., & Vilar, E. T. (2012). Organizing e-learning standards and specifications. Retrieved from https://www.researchgate.net/publication/266230129_Organizing_E-learning_Standards_and_Specifications
Hoffman, B., Hartley, K., & Boone, R. (2005). Reaching accessibility: Guidelines for creating and refining digital learning materials. Intervention in School and Clinic, 40(3), 171-176.
Hollingshead, A. (2018). Designing Engaging Online Environments: Universal Design for Learning Principles. In Cultivating diverse online classrooms through effective instructional design (pp. 280-298). IGI Global.
Houston, L. (2018) Efficient strategies for integrating universal design for learning in the online classroom. Journal of Educations Online, 15(3).
Jaeger, P., & Xie, B. (2009). Developing online community accessibility guidelines for persons with disabilities and older adults. Journal of Disability Policy Studies, 20(1), 55-63.
Johnson, A., Ruppert, S. (2002). An evaluation of accessibility in online learning management systems. Library Hi Tech, 20(4), 441-45.
Johnson, S. (2014). Applying the Seven Principles of Good Practice: Technology as a Lever. Journal of Interactive Online Learning, 13(2).
Keeler, C. G., & Horney, M. (2007). Online course designs: Are special needs being met? The American Journal of Distance Education, 21(2), 61-75.
Kelly, B., Phipps, L., & Swift, E. (2004). Developing a holistic approach for e-learning accessibility [Web Accessibility Initiative]. Canadian Journal of Learning and Technology, 30(3), 47-62.
Kennedy, K.. (2018, June 30). Handbook of Research on K-12 Online and Blended Learning (Second Edition) (Version 1). figshare. https://doi.org/10.1184/R1/6686813.v1
Kim-Rupnow, W. S., Dowrick, P. W., & Burke, L.S. (2001). Implications for improving access and outcomes for individuals with disabilities in post-secondary distance education. The American Journal of Distance Education, 18(1), 51-62.
Kinash, S., Crichton, S. & Kim-Rupnow, W. S. (2004). A review of 2000-2003 literature at the intersection of online learning and disability. American Journal of Distance Education, 18(1), 5-19.
King-Sears, M. (2009). Universal design for learning: Technology and pedagogy. Learning Disability Quarterly, 32, 199-201.
Lazar, J., & Jaeger, P. (2011). Reducing barriers to online access for people with disabilities. Issues In Science And Technology, 27(2), 69-82.
Lederman, D. (2017). Understanding the faculty role in digital accessibility. Inside Higher Ed. Retrieved from https://www.insidehighered.com/digital-learning/article/2017/03/15/digital-accessibility-experts-discuss-how-they-approach-faculty
Lewis, K., Yoder, D., Riley, E., So, Y. I., & Yusufali, S. (2007). Accessibility of instructional websites in higher education. Educause Quarterly, 3, 29-35.
Linder, K. (2016). Student uses and perceptions of closed captions and transcripts: Results from a national study. Corvallis, OR: Oregon State University Ecampus Research Unit.
Lorenzo, G., Moore, J. (2002). The sloan consortium report to the nation: Five pillars of quality online education. The Alfred P. Sloan Foundation.
Massengale, L. R., & Vasquez, E., III. (2016). Assessing accessibility: How accessible are online courses for students with disabilities? Journal of the Scholarship of Teaching and Learning, 16(1), 69-79.
Mikolajewska, E., & Mikolajewski, D. (2011). E-learning in the education of people with disabilities. Advances In Clinical And Experimental Medicine, 20(1), 103-109.
Moore, E. B. (2016). The PhET interactive simulations project: Working to increase access to interactive STEM simulations [Part 1 of 2]. SNOW, Education, Access and You!
Moore, E. B., & Grossman, P. D. (2016). ConfChem conference on interactive visualizations for chemistry teaching and learning: The cutting edge - educational innovation, disability law, and civil rights. Journal of Chemical Education, 93(6), 1154-1155.
Moore, E. B., Randall, E. L., & Smith, T. (2016). Exploring the relationship between implicit scaffolding and inclusive design in interactive science simulations. Lecture Notes in Computer Science (including Subseries Lecture Notes in Artificial Intelligence and Lecture Notes in Bioinformatics), 9739, 112-123.
Moore, E. B. (2016). ConfChem conference on interactive visualizations for chemistry teaching and learning: Accessibility for PHET interactive simulations - progress, challenges, and potential. Journal of Chemical Education, 93(6), 1160-1161.
Moore, E. B., Smith, T. L., & Greenberg J. (2018). Keyboard and screen reader accessibility in complex interactive science simulations: Design challenges and elegant solutions. International Conference on Universal Access in Human-Computer Interaction, 10907, 385-400.
Moore, E., & Lewis, C. (2015). Opportunity: Inclusive design for interactive simulations. Proceedings of the 17th International ACM SIGACCESS Conference on Computers & Accessibility, 395-396.
Moorefield-Lang, H., Copeland, C. A., & Haynes, A. (2016). Accessing abilities: Creating innovative accessible online learning environments and putting quality into practice. Education for Information, 32(1), 27-33.
Pearson, E. J., & Koppi, T. (2002). Inclusion and online learning opportunities: Designing for accessibility. Association for Learning Technology Journal, 10(2), 17-28.
Perkins, K. K. & Moore, E. B. (2017). Increasing the accessibility of PhET Simulations for students with disabilities: Progress, challenges, and potential. 2017 PERC Proceedings. Cincinnati, OH.
Powell, W. (2003). Essential design elements for successful online courses. Journal of Geoscience Education, 51(2), 221-230.
Randall, E. (2016). Making science simulations accessible for students with vision impairments. Proceedings of the 2016 CHI Conference Extended Abstracts on Human Factors in Computing Systems, 122-127.
Randall, E. (2016) Developing accessible physics simulations for students with vision impairments. Undergraduate Honors Theses. 1128.
Rao, K., & Tanners, A. (2011). Curb cuts in cyberspace: Universal instructional design for online courses. Journal of Postsecondary Education and Disability, 24(3), 211-229.
Rao, K., Edelen-Smith, P., & Wailehua, C. (2015). Universal design for online courses: Applying principles to pedagogy. Open Learning, 30(1), 35-52.
Rao, K., Ok, M. W., & Bryant, B. R. (2014). A review of research on universal design educational models. Remedial and Special Education, 35(3).
Rao, K.R., Edelen-Smith, P., & Wailehua, C.T. (2015). Universal design for online courses: applying principles to pedagogy.
Roberts, K. D., Park, H. J., Brown, S., & Cook, B. (2011). Universal design for instruction in postsecondary education: A systematic review of empirically based articles. Journal of Postsecondary Education and Disability, 24(1), 5-15.
Robinson, D. E., & Wizer, D. R. (2016). Universal design for learning and the Quality Matters guidelines for the design and implementation of online learning events. Journal of Technology in Teaching and Learning, 12(1), 17-32.
Rogers-Shaw, C., Carr-Chellman, D. J., & Choi, J. (2018). Universal design for learning: Guidelines for accessible online instruction. Adult Learning, 29(1), 20-31.
Sanchez-Gordon, S. & Luján-Mora, S. (2014). Web accessibility requirements for massive open online courses. V Congreso Internacional sobre Calidad y Accesibilidad de la Formación Virtual, 529-534.
Sanchez-Gordon, S., & Lujan-Morea, S. (2016). How could MOOCs become accessible? The case of edX and the future of inclusive online learning. Journal of Universal Computer Science, 22(1), 55-81.
Sapp, W. (2009). Universal design: Online educational media for students with disabilities. Journal of Visual Impairment and Blindness, 103(8), 495-500.
Schelly, C. L., Davies, P. L., & Spooner, C. L. (2011). Students perceptions of faculty implementation of universal design for learning. Journal of Postsecondary Education and Disability, 24(1), 17-30.
Schiller, E., Blackorby, J., Bakia, M., Friedman, K. & Gardner, S. (2018). Emerging digital technologies in STEM learning: A research agenda for improving the success of students with learning disabilities or autism spectrum disorder. Arlington, VA: SRI International.
Serrano-Johnson, M. (2020). Leadership practices that support community college faculty adoption of universal design for learning as a framework for inclusive online instruction (Order No. 27958330). Available from ProQuest Dissertations & Theses Global. (2412268809).
Simoncelli, A., & Hinson, J. M. (2008). College students’ with learning disabilities personal reactions to online learning. Learning Disabilities and Online Learning, 38(2), 49-62.
Slike, S. B., Berman, P. D., Kline, T., Rebilas, K., & Bosch, E. (2008) Providing online course opportunities for learners who are deaf, hard of hearing, or hearing. American Annals of the Deaf, 153(3), 304-308.
Smith, T. L. (2016). Access, action, & agency: Inclusive design for the non-visual use of a highly interactive science simulation. Masters in Inclusive Design. OCAD University, Toronto, Canada.
Smith, T. L., & Moore, E. B. (2016). The PhET interactive simulations project: Working to increase access to interactive STEM simulations [Part 2 of 2]. SNOW, Education, Access and You!
Smith, T. L., Lewis, C. & Moore, E. B. (2017). Description strategies to make an interactive science simulation accessible. The Journal on Technology and Persons with Disabilities, 590, 225-238.
Smith, T. L., Lewis, C. & Moore, E. B. (2016). Demonstration: Screen reader support for a complex interactive science simulation. In Proceedings of the 18th International ACM SIGACCESS Conference on Computers and Accessibility, 319–320. Reno, NV.
Smith, T. L., Lewis, C. B., & Moore, E. (2016). A balloon, a sweater, and a wall: Developing design strategies for accessible user experiences with a science simulation. Lecture Notes in Computer Science (including Subseries Lecture Notes in Artificial Intelligence and Lecture Notes in Bioinformatics), 9739, 147-158.
Straumsheim, C. (2017, May 17). Glacial progress on digital accessibility. Inside Higher Ed. Retrieved from https://www.insidehighered.com/news/2017/05/18/data-show-small-improvements-accessibility-course-materials
Tandy, C., & Meacham, M. (2009). Removing the barriers for students with disabilities: Accessible online and web‐enhanced courses. Journal of Teaching in Social Work, 29(3), 313-328.
Tobin, T. J. (2014). Increase online student retention with universal design for learning. Quarterly Review of Distance Education, 15(3), 13-24.
Tobin, T., & Behling, K. T. (2018). Engage digital learners. In Reach everyone, teach everyone (pp. 98–127). Morgantown, VA: West Virginia University Press.
Tobin, T. J. (2013, December). Universal design in online courses: Beyond disabilities. Online Cl@ssroom, 13(12), 1-3.
University of Arizona, Little Rock, Disability Resource Center. (n.d.). Ten steps toward universal design of online courses. Retrieved from https://ualr.edu/disability/online-education/
Vie, S. (2018). Effective social media use in online writing classes through universal design for learning (UDL) principles. Computers and Composition, 49, 61-70.
Waller, A., Hanson, V., & Sloan, D. (2009). Including accessibility within and beyond undergraduate computing courses. Proceedings of the 11th International ACM SIGACCESS Conference on Computers and Accessibility, 155-162.
Wattenberg, T. (2004). Beyond legal compliance: Communities of advocacy that support accessible online learning. The Internet and Higher Education, 7(2), 123-139.
Weir, Lori. (2005). Raising the awareness of online accessibility: The importance of developing and investing in online course materials that enrich the classroom experience for special-needs students. T.H.E. Journal, 32(10), 30.
Welch, P. (Ed.). (1995). Strategies for teaching universal design. Berkeley, CA & Boston, MA: Adaptive Environment & MIG Communications.
Xu, D., & Jaggars, S. S. (2014). Adaptability to Online Learning: Differences Across Types of Students and Academic Subject Areas . Journal of Higher Education, 85(5).
Yoon, J., & Kim, M. (2011). The effects of captions on deaf students' content comprehension, cognitive load, and motivation in online learning. American Annals of the Deaf, 156(3), 283-289.

Universal Design of Physical Spaces

AccessComputing. (2018). Equal access: Universal design of computing departments [Brochure]. Seattle: DO-IT, University of Washington.
AccessEngineering. (2017). Equal access: universal design of engineering departments [Brochure]. Seattle: DO-IT, University of Washington.
AccessEngineering. (2017). Equal access: universal design of engineering labs [Brochure]. Seattle: DO-IT, University of Washington.
AccessEngineering. (2015). Making a makerspace? Guidelines for accessibility and universal design [Brochure]. Seattle: DO-IT, University of Washington.
Axelrod, J. (2014). Universal design in built and online environments. In M.L. Vance, N.E. Lipsitz, & K. Parks (Eds.). Beyond the Americans with Disabilities Act: Inclusive Policy and Practice for Higher Education (pp. 141-144). Washington, DC: National Association of Student Personnel Administrators.
Burgstahler, S. (2020). A Model for An Inclusive Campus. Creating Inclusive Learning Opportunities in Higher Education: A Universal Design Toolkit. Harvard Education Press, p177–206.
Burgstahler, S. (2020). Physical Spaces. Creating Inclusive Learning Opportunities in Higher Education: A Universal Design Toolkit. Harvard Education Press, p57–71.
Burgstahler, S. (2015). Universal design of physical spaces: From principles to practice. In Universal design in higher education: From principles to practice (pp. 201-213). Boston: Harvard Education Press.
Goldstein, E. (2015). Applications of universal design to higher education facilities. In Universal design in higher education: From principles to practice (pp. 215-228). Cambridge, MA: Harvard Education Press.
Hamraie, A. (2017). Building access : Universal design and the politics of disability. Minneapolis: University of Minnesota Press.
Higgins, A.K., Maxwell, A.E. (2021) Universal Design for Learning in the Geosciences for Access and Equity in Our Classrooms. The Journal of Applied Instruction, 10(1).
Johnson, S. (2014). Applying the Seven Principles of Good Practice: Technology as a Lever. Journal of Interactive Online Learning, 13(2).
Michael S. Horn, Erin Treacy Solovey, and Robert J. K. Jacob. (2008) Tangible Programming and Informal Science Learning: Making TUIs Work for Museums. Proceedings of the 7th international conference on Interaction design and children (IDC '08). Association for Computing Machinery, New York, NY, USA, 194–201.
Preiser, W.F.E., & Smih, K.H. (2011). Universal design handbook, second edition. New York: McGraw-Hill Professional.
Burgstahler, S. (2012). Making science labs accessible to students with disabilities [Brochure]. Seattle: DO-IT, University of Washington.
Smyser, M. (2003). Maximum mobility and function. American School & University.
Sweet, E. (2018). Accessibility in the laboratory. ACS Symposium Series, 1272. Retrieved from http://www.doi.org/10.1021/bk-2018-1272.ch001

Universal Design of Services

Burgstahler, S. (2020). A Model for An Inclusive Campus. Creating Inclusive Learning Opportunities in Higher Education: A Universal Design Toolkit. Harvard Education Press, p177–206.
Burgstahler, S. (2015). Universal design of student services: From principles to practice. In Universal design in higher education: From principles to practice (pp. 179-189). Boston: Harvard Education Press.
Burgstahler, S. (2017). Equal access: universal design of housing and residential life [Brochure]. Seattle: DO-IT, University of Washington.
Goff, E., & Higbee, J. L. (Eds.). (2008). Pedagogy and student services for institutional transformation: Implementing universal design in higher education. Minneapolis: Center for Research on Developmental Education and Urban Literacy, University of Minnesota.
- Higbee, J. L., & Eaton, S. B. (2003). Implementing universal design in learning centers. In J. Higbee (Ed.), Curriculum transformation and disability: Implementing universal design in higher education. Minneapolis, MN: University of Minnesota, Center for Research on Developmental Education and Urban Literacy.
Kalivoda, K. S., & Totty, M. C. (2003). Disability services as a resource: Advancing universal design. In J. Higbee (Ed.), Curriculum transformation and disability: Implementing universal design in higher education (pp. 187-202). Minneapolis, MN: University of Minnesota, Center for Research on Developmental Education and Urban Literacy.
Luna, R. (2014). Accessible technology in student affairs. In M. L. Vance, N. E. Lipsitz, & K. Parks (Eds.). Beyond the Americans with Disabilities Act: Inclusive Policy and Practice for Higher Education (pp. 51-67). Washington, DC: National Association of Student Personnel Administrators.
Vance, M.L., Lipsitz, N.E., & Parks, K. (2014). Beyond the Americans with Disabilities Act: Inclusive Policy and Practice for Higher Education, Washington, DC: National Association for Student Personnel Administration.
Burgstahler, S., & Moore, E. (2009). Making student services welcoming and accessible through accommodations and universal design. Journal of Postsecondary Education and Disability, 21(3), 151-174.
Burgstahler, S. (2017). Equal access: universal design of advising [Brochure]. Seattle: DO-IT, University of Washington.
Burgstahler, S. (2017). Equal access: universal design of career services [Brochure]. Seattle: DO-IT, University of Washington.
Burgstahler, S. (2017). Equal access: universal design of financial aid [Brochure]. Seattle: DO-IT, University of Washington.
Burgstahler, S. (2017). Equal access: universal design of your engineering research center (erc) [Brochure]. Seattle: DO-IT, University of Washington.
Burgstahler, S. (Ed.). (2006). Students with disabilities and campus services: Building the team – Presentation and resource materials. Seattle: University of Washington. www.uw.edu/doit/AdminN
Burgstahler, S. (2017). Equal access: universal design of student organizations [Brochure]. Seattle: DO-IT, University of Washington.
Burgstahler, S. (2017). Equal access: universal design of tutoring and learning centers [Brochure]. Seattle: DO-IT, University of Washington.
Burgstahler, S. (2017). Equal access: universal design of libraries [Brochure]. Seattle: DO-IT, University of Washington.
Burgstahler, S. (2017). Equal access: universal design of registration [Brochure]. Seattle: DO-IT, University of Washington.
Staeger-Wilson, K., & Sampson, D. H. (2012). Infusing just design in campus recreation. Journal of Postsecondary Education and Disability, 25(3), 256-263.
Thorton, M., & Downs, S. (2010). Walking the walk: Social model and universal design in the disabilities office. Journal of Postsecondary Education and Disability, 23(1).
- Uzes, K. B., & Connelly, D. O. (2003); Universal design in counseling center service areas. In J. Higbee (Ed.), Curriculum transformation and disability: Implementing universal design in higher education (pp. 241-250). Minneapolis, MN: University of Minnesota, Center for Research on Developmental Education and Urban Literacy.

Universal Design in Specific Content Areas

Armstrong, T. (2017). Neurodiversity: THE FUTURE OF SPECIAL EDUCATION? Educational Leadership, 74(7), 10.
Bruch, P. L. (2003). Interpreting and implementing universal instructional design in basic writing. In Curriculum Transformation and Disability: Implementing Universal Design in Higher Education (pp. 93-103). University of Minnesota, Center for Research on Developmental Education and Urban Literacy.
Burgstahler, S. (2011). Universal design: Implications for computing education. ACM Transactions on Computing Education, 11(3).
Burgstahler, S. (Guest Ed.). (2011). STEM Special Issue. Journal of Postsecondary Education and Disability, 24(4).
Burgstahler, S. (2012). Universal design of web pages in class projects [Brochure]. Seattle: DO-IT, University of Washington.
Chodock, T., & Dolinger, E. (2009). Applying universal design to information literacy: Teaching students who learn differently at Landmark College. Reference and User Services Quarterly, 49(1), 24-32.
Curry, C., Cohen, L., & Lightbody, N. (2006). Universal design in science learning. The Science Teacher, 73(3), 32-37.
Lightfoot, E., & Gibson, P. (2005). Universal instructional design: A new framework for accommodating students in social work courses. Journal of Social Work, 41(2), 269-277.
Erlandson, R., Enderle, J., & Winters, J. (2006). Educating engineers in universal design and accessible design. In J.M. Winters and M.F. Story (Eds.), Medical instrumentation: Accessibility & usability considerations. CRC Press.
Hall, C. W., & Webster, R. E. (2008). Metacognitive and Affective Factors of College Students with and without Learning Disabilities. Journal of Postsecondary Education and Disability, 21(1), 32–41.
Hennessey, M.L. & Koch, L. (2007). Universal design for instruction in rehabilitation counselor education. Rehabilitation Education, 21(3), 187-194.
Lazar, J., Churchill, E. F., Grossman, T., van der Veer, G., Palanque, P., Morris, J., & Mankoff, J. (2017). Making the Field of Computing More Inclusive. Communications of the ACM, 60(3), Pages 50-59. http://dx.doi.org/10.1145/2993420
McGuire-Schwartz, M. E., & Arndt, J. S. (2007). Transforming universal design for learning in early childhood teacher education from college classroom to early childhood classroom. Journal of Early Childhood Teacher Education, 28(2), 127-139.
Mowrer, K., "Organization-Based Disability Access: A YMCA Childcare Center Case Study" (2019). Capstone Collection. 3178.
Myers, K. (2015). Incorporating universal design into administration courses: A case study. In S. Burgstahler (Ed.), Universal design in higher education: From principles to practice (2nd ed., pp. 151-161). Cambridge, MA: Harvard Education Press.
McAlexander, P. J. (2003). Using principles of universal design in college composition courses. In Curriculum Transformation and Disability: Implementing Universal Design in Higher Education (pp. 105-114). University of Minnesota, Center for Research on Developmental Education and Urban Literacy.
Beckman, P. (2009). Universal design for learning: A field experiment comparing specific classroom actions. AMCIS 2009 Proceedings, paper 10.
Rickerson, N., & Deitz, J. (2003). Integration of universal design of instruction in occupational therapy professional education: Responding to student diversity. The American Journal of Occupational Therapy, 57, 594-597.
Burgstahler, S. (Ed.). (2009). Building the team: Faculty, staff, and students working together – Presentation and resource materials. Seattle: University of Washington. www.uw.edu/doit/TeamN/
Smyser, M. (2003). Maximum mobility and function. American School & University.
Street, C. D., Koff, R., Fields, H., Kuehne, Handlin, L., Getty, M., & Parker, David R. (2012). Expanding access to STEM for at-risk learners: A new application of universal design for instruction. Postsecondary Education and Disabilities Journal, 25(4), 363-375.
Sweet, E. (2018). Accessibility in the laboratory. ACS Symposium Series, 1272. Retrieved from http://www.doi.org/10.1021/bk-2018-1272.ch001
Van Munster, M. A., Lieberman, L. J., & Grenier, M. A. (2019). Universal Design for Learning and Differentiated Instruction in Physical Education. Adapted Physical Activity Quarterly, (00), 1-19.

Universal Design of Technological Environments

Burgstahler, S. (2020). Technology. Creating Inclusive Learning Opportunities in Higher Education: A Universal Design Toolkit. Harvard Education Press, p73–108.
Burgstahler, S. (2020). Creating inclusive learning opportunities in higher education: A universal design toolkit. Boston: Harvard Education Press.
Burgstahler, S. (2015). Universal design of technology: From principles to practice. In Universal design in higher education: From principles to practice (pp. 231-251). Boston: Harvard Education Press.
Burgstahler, S., Jirikowic, T., Kolko, B., & Eliot, M. (2004). Software accessibility, usability testing and individuals with disabilities. Information Technology and Disabilities Journal, 10(2).
Carter, I., Leslie, D., & Kwan, D. (2012). Applying universal instructional design to course websites by using course evaluations. Collected Essays on Learning and Teaching, 119-125.
Center on Online Learning and Students With Disabilities (2014). Access For All Students: Purposeful Sampling Of Technologies Employed In K-12 Online Education. (VPAT) A Voluntary Product Accessibility Template.
Bradbard, D. A., & Peters, C. (2010). Web accessibility theory and practice: An introduction for university faculty. Journal of Educators Online, 7(1).
Dietrich, G. (2014). Technology access: An institutional responsibility. In M.L. Vance, N.E. Lipsitz, & K. Parks (Eds.). Beyond the Americans with Disabilities Act: Inclusive Policy and Practice for Higher Education, (pp. 69-82). Washington, DC: National Association of Student Personnel Administrators.
Dolan, R. P., Hall, T. E., Banerjee, M., Chun, E., Strangman, N. (2005). "Applying principles of universal design to test delivery: The effect of computer-based read-aloud on test performance of high school students with learning disabilities." Journal of Technology, Learning, and Assessment, 3(7).
Elsaesser, L.J., & Bauer, S. (2012). Integrating medical, assistive, and universal design products and technologies: Assistive Technology Service Method (ATSM). Disability and Rehabilitation: Assistive Technology, 7(4), 282-286.
Hall, T. E., Cohen, N., Vue, G., & Ganley, P. (2015). Addressing Learning Disabilities with UDL and Technology: Strategic Reader. Learning Disability Quarterly, 38(2), 72-83.
Lance, G. D. (2002). Distance learning and disability: A view from the instructor's side of the virtual lectern. Information Technology and Disabilities Journal, 8(1).
Burgstahler, S. E. (2008). Universal design of technological environments: From principles to practice. In Universal design in higher education: From principles to practice (pp. 213-224). Cambridge, MA: Harvard Education Press.
Thompson, T., Burgstahler, S., & Moore, E. (2010). Web accessibility: A longitudinal study of college and university home pages in the northwestern United States. Disability & Rehabilitation: Assistive Technology, 5(2), 108-114.
Thompson, T. (2020). "30 Web Accessibility Tips." The Center for Universal Design in Education. Seattle: DO-IT, University of Washington.
Thompson, T. (2008). Universal design of computing labs. In Universal design in higher education: From principles to practice (pp. 235-244). Cambridge, MA: Harvard Education Press.
Thompson, T., Burgstahler, S., & Comden, D. (2003). Research on web accessibility in higher education. Information Technology and Disabilities Journal, 9(2).
Thompson, T., Burgstahler, S., & Moore, E. (2007). Accessibility of higher education web pages in the Northwestern United States: Current status and response to third party outreach. In Proceedings of the First International Conference on Technology-based Learning With Disability (pp. 127-136). Dayton, Ohio, Wright State University.
Thompson, T., Burgstahler, S., Moore, E., Gunderson, J., & Hoyt, N. (2007). International research on web accessibility for persons with disabilities. In Managing worldwide operations and communications with information technology. Hershey, PA: Information Resources Management Association.
Chisholm, W., & May, M. (2009). Universal design for web applications. Sebastopol, CA: O'Reilly Media, Inc.