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.

Applying UD to all aspects of Higher Education
Applying UD to Teaching, Learning, and Assessments
Applying UD to Online Learning
Applying UD in Specific Academic Content Areas
Applying UD to Physical Spaces
Applying UD to Services
Applying UD to Technology
Teaching About UD in Postsecondary Courses
Teaching About UD in Professional Development

1. Applying UD to all aspects of 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: Enriching the Student Learning Experience, 18(3), 9-15.
Buchhannan, T., Smith, R. E. (2015). Collaboration for usable design: A case study in partnerships to promote universal design in higher education. Universal design in higher education: From principles to practice, 337-346.
Burgstahler, S. (2020). Creating inclusive learning opportunities in higher education: A universal design toolkit.
Burgstahler, S. (2015). Universal design in higher education: From principles to practice. Universal design in higher education: From principles to practice (pp. 31-64). Harvard Education Press.
Burgstahler, S. (2015). Promoters and inhibitors of universal design in higher education. Universal design in higher education: From principles to practice, 287-296.
Burgstahler, S. (2015). Universal design in higher education. Universal design in higher education: From principles to practice (pp. 1-28). Harvard Education Press.
Connell, B., Jones, M., Mace, R., Mueller, J., Mullick, A., Ostroff, E., Sanford, J., Steinfeld, E., Story, M., & Vanderheiden, G. (1997). The principles of universal design: Version 2.0. Raleigh, NC: The Center for Universal Design.
Goldman, C., et al. (1992). Design for accessibility: A cultural administrator’s handbook. National Assembly of State Arts Agencies (NASAA).
Hamraie, A. (2012). Universal design research as a new materialist practice. Disability Studies Quarterly, 32(4).
Jenner, C. (2008). A change process for creating a universally designed campus. Universal design in higher education: From principles to practice, 255-265.
Kimmelman, M. (2018). How design for one turns into design for all. The New York Times.
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.
Myers, K. (2015). Incorporating universal design into administration courses: A case study. Universal design in higher education: From principles to practice, (2), 151-161.
Myers, K. A., Lindburg, J. J., & Nied, D. M. (2013). Allies for inclusion: Disability and equity in higher education. Jossey-Bass.
Powell, J. J. (2012). From ableism to accessibility in the universal design university. Review of Disability Studies: An International Journal, 8(4).
Preiser, W. F. E., & Smith, K. H. (2011). Universal design handbook, (2). McGraw-Hill.
Burgstahler, S. (Ed.). (2015). Universal design in higher education: Promising practices. Seattle: DO-IT, University of Washington.
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), 1-31.
Silver, P., Bourke, A., & Strehorn, K.C. (1998). Universal instructional design in higher education: An approach for inclusion. Equity & Excellence in Education, 31(2), 47-51.

2. Applying UD to Teaching, Learning, and Assessments

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.
<>Alajaji, S. M. (2021) Faculty attitudes toward inclusive teaching strategies related to universal design for deaf and hard of hearing students in a higher education institution in Saudi Arabia. Saint Louis University, ProQuest Dissertations Publishing.
Bie, A., Marquis, E., Suttie, M., Watkin-McClurg, O., & Woolmer, C., (2020). Orientations to teaching more accessibly in postsecondary education: Mandated, right, pedagogically effective, nice, and/or profitable? Disability & Society, 37(5), 849-874.
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, 1-9.
Areekkuzhiyil, S. (2022). Universal Design for Learning, Edutracks, 21(4), 19-22.
Ashman, A. (2010). Modeling inclusive practices in postgraduate tertiary education courses. International Journal of Inclusive Education, 14(7), 667–680.
Baglieri, S., Ed.D. (2020). Toward inclusive education? Focusing a critical lens on universal design for learning. Canadian Journal of Disability Studies, 9(5), 42-74.
Bali, M., & Greenlaw, S. (2016). Tips for inclusive teaching. The Chronicle of Higher Education. https://www.chronicle.com/blogs/profhacker/tips-for-inclusive-teaching
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.
Beckman, L., Hardin, S., & Bowman, S. (2018). From PLC to practice: Transforming classroom instruction to implement universal design for learning. Learning Design.
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.
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.
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. Curriculum transformation and disability: Implementing universal design in higher education (pp. 127-148). University of Minnesota, Center for Research on Developmental Education and Urban Literacy.
Burgstahler, S. (2020). Creating inclusive learning opportunities in higher education: A universal design toolkit.
Burgstahler, S. (2020). A framework for inclusive practices. Creating Inclusive Learning Opportunities in Higher Education: A Universal Design Toolkit. 27-56.
Burgstahler, S. (2020). A model for an inclusive campus. Creating Inclusive Learning Opportunities in Higher Education: A Universal Design Toolkit. 177–206.
Burgstahler, S. (2020). Teaching and learning activities. Creating Inclusive Learning Opportunities in Higher Education: A Universal Design Toolkit (pp. 109–150). Harvard Education Press.
Burgstahler, S. (2015). Universal design of instruction: From principles to practice. Universal design in higher education: From principles to practice (pp. 31-64). Harvard Education Press.
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
Cheesman, M.F., Jennings, M.B., & Klinger, L. (2013). Assessing communication accessibility in the university classroom: Towards a goal of universal hearing accessibility. Work: A Journal of Prevention, Assessment and Rehabilitation, 46(2), 139-150.
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.
Cook, L., Rumrill, P. D., & Tankersley, M. (2009). Priorities and understanding of faculty members regarding college students with disabilities. International Journal of Teaching and Learning in Higher Education, 21(1), 84–96
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.
Cumming, T.M., & Rose, M.C. (2021) Exploring universal design for learning as an accessibility tool in higher education: A review of the current literature. The Australian Educational Researcher.
Edyburn, D. L. (2010). Would you recognize universal design for learning if you saw it? Ten propositions for new directions for the second decade of UDL. Learning Disability Quarterly, 33(1), 33–41.
Gordon, D. T., Gravel, J. W., & Schifter, L. A. (Eds.). (2009). A policy reader in universal design for learning.
Dallas, B. K., Sprong, M. E., & Upton, T. D. (2014). Post-secondary faculty attitudes toward inclusive teaching strategies. Journal of Rehabilitation, 80(2), 12–20.
Rose, D. H., Meyer, A., & Hitchcock, C. (2005). The universally designed classroom: Accessible curriculum and digital technologies. 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.
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).
Edyburn, K., & Edyburn, D. (2020). Classroom Menus for Supporting the Academic Success of Diverse Learners. Intervention in School and Clinic, 1–7.
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(1), 34-48.
Faggella-Luby, M., Dukes, L. L., Gelbar, N., Madaus, J., Lombardi, A., & Lalor, A. (2017). Universal design and college students with disabilities: Does the data equal the zeal? Currents in Teaching and Learning, 9(2), 5-19.
Finnegan, M. (2017). It’s good till it’s not. Inside Higher Education.
Fovet, F., & Mole, H. (2013). UDL--From disabilities office to mainstream class: How the tools of a minority are addressing the aspirations of the student body at large. Collected Essays on Learning and Teaching, 6, 121-126.
Fovet, Frederic. (2020). Beyond novelty: “Innovative” accessible teaching as a return to fundamental questions around social justice and reflective pedagogy. Enhancing Learning Design for Innovative Teaching in Higher Education.
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(1), 155.
Gardner, J. E., & Hardin, D. (Eds.). (2014). Implementing universal design for learning. The Universal Design for Learning Implementation and Research Network.
Gargiulo, R. M., & Metcalf, D. (2017). Teaching in today's inclusive classrooms: A universal design for learning approach. Cengage Learning.
<>Gidden, E., & Jones, D. (2021) Examining the impact of universal design for learning (UDL) on minimizing academic accommodations in post-secondary: A literature review. Bow Valley College Research & Publications.
Ginsberg, S. M., & Schulte, K. (2012). Instructional accommodations: Impact of conventional vs. social constructivist view of disability. Journal of the Scholarship of Teaching and Learning, 8(2), 84–91.
Goff, E., & Higbee, J. L. (Eds.). (2008). Pedagogy and student services for institutional transformation: Implementing universal design in higher education. Center for Research on Developmental Education and Urban Literacy.
Gosbell, L. (2021). Universal design for learning in Christian higher education: Inclusive practices for students with and without disability. In Innovating Christian Education Research. Springer, Singapore.
Gradel, K., & Edson, A. (2009-2010). Putting universal design for learning on the higher ed agenda. Journal of Educational Technology Systems, 38(2), 111-121.
Gravel, J. W., Edwards, L. A., Buttimer, C. J., & Rose, D. H. (2015). Universal design for learning in postsecondary education: Reflections on principles and their application. Universal design in higher education: From principles to practice (pp. 81-100). Harvard Education Press.
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.
Hackman, H., & Rauscher, L. (2004). A pathway to access for all: Exploring the connections between universal instructional design and social justice education. Equity and Excellence in Education, 37(2), 114-123.
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.
Hall, T., Strangman, N., & Meyer, A. (2003). Differentiated Instruction and Implications for UDL Implementation. National Center on Accessing the General Curriculum at CAST.
Harrison, E. G. (2006). Working with faculty toward universally designed instruction: The process of dynamic course design. Journal of Postsecondary Education and Disability, 19(2), 152-162.
Hartsoe, J. K., & Barclay, S. R. (2017). Universal design and disability: Assessing faculty beliefs, knowledge, and confidence in universal design for instruction. Journal of Postsecondary Education and Disability, 30(3), 223-236.
Higbee, J. L. (2015). The faculty perspective: Implementation of universal design in a first-year classroom. Universal design in higher education: From principles to practice (pp. 101-116). Harvard Education Press.
Higbee, J. L. (2009). Implementing universal instructional design in postsecondary courses and curricula. Journal of College Teaching and Learning, 6(8), 65–77.
Hofeer, M. (2015). UDL: A systematic approach to supporting diverse learners. Faculty Focus; Magna Publications. https://www.facultyfocus.com/articles/course-design-ideas/udl-a-systemat...
Durre, I., Richardson, M., Smith, C., Shulman, J. A., & Steele, S. (2015). Universal design of instruction: Reflections of students. Universal design in higher education: From principles to practice (pp. 117-130). 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.
Higbee, J. L. (Ed.). (2003). Curriculum transformation and disability (CTAD): Implementing universal design in higher education. Center for Research on Developmental Education and Urban Literacy, 7-21.
Johnson, D. M., & Fox, J. A. (2003). Creating curb cuts in the classroom: Adapting universal design principles to education. Curriculum transformation and disability: Implementing universal design in higher education, 7-21.
Katz, J., & Sugden, R. (2013). Inclusive education and the three-block model of UDL: Outcome and implementations processes. Canadian Journal of Educational Administration and Policy.
Kerr, S., & Baker, M. (2013). Six practical principles for inclusive curriculum design. Outlooks and Opportunities in Blended and Distance Learning, 74-88.
Ketterlin-Geller, L., & Johnstone, C. (2006). Accommodations and universal design: Supporting access to assessments in higher education. Journal of Postsecondary Education and Disability, 19(2), 163-172.
Kumar, K. (2014). Accessible by design: Applying UDL principles in a first year undergraduate course. Canadian Journal of Higher Education, 44(1), 125–147.
Lang, J., (2017). A welcoming classroom. The Chronicle of Higher Education.
Lombardi, A. R. (2011). College Faculty and Inclusive Instruction: Self-Reported Attitudes and Actions Pertaining to Universal Design. Diversity of Diversity in Higher Education, 4(4).
Lombardi, A. R., & Murray, C. (2011). Measuring university faculty attitudes toward disability: Willingness to accommodate and adopt universal design principles. Journal of Vocational Rehabilitation, 34(1), 43–56.
Lombardi, A., Murray, C., & Dallas, B. (2013). University faculty attitudes toward disability and inclusive instruction: Comparing two institutions. Journal of Postsecondary Educations and Disability, 26(3), 221-232.
Lutz, C., Untaru, L.M., & Van Goch, M.M. (2021) Developing a shared syllabus template as a living document of inclusive practices in a teaching and learning community. Conference: Seventh International Conference on Higher Education Advances, p 481-489.
Ketterlin-Geller, L. R., Johnstone, C. J., & Thurlow, M. I. (2015). Universal design of assessment. Universal design in higher education: From principles to practice (pp. 163-175). Harvard Education Press.
McGhie-Richmond, D., & Sung, A. N. (2013). Applying universal design for learning to instructional lesson planning. International Journal of Whole Schooling, 9(1), 43–59.
McGowan, V. (2018). State of practice in accessible instructional material policy in public post-secondary settings. Administrative Issues Journal, 8(2), 31-46.
McGuire, J. (2014). Universally accessible instruction: Oxymoron or opportunity?. Journal of Postsecondary Education and Disability, 27(4), 387-398.
McGuire, J. M., & Scott, S. S. (2006). Universal design for instruction: Extending the universal design paradigm to college instruction. Journal of Postsecondary Education and Disability, 19(2), 124-134.
McGuire, J. M., Scott, S. S., & Shaw, S. F. (2003). Universal design for instruction: The paradigm, its principles, and products for enhancing instructional access. Journal of Postsecondary Education and Disability, 17(1), 11-21.
McGuire, J., & Scott, S. (2006). An approach to inclusive college environments: Universal design for instruction. Learning Disabilities: A Multidisciplinary Journal, 14, 21-31.
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.
Meyer, A., & Rose, D. (2000). Universal design for individual differences. Educational Leadership, 58, 39-43.
Meyer, A., Rose, D. H., & Gordon, D. (2014). Universal design for learning: Theory and practice. Wakefield, MA: CAST Professional Publishing.
Blamires, M. (1999). Universal design for learning: Re-establishing differentiation as a part of the inclusion agenda? Support for Learning, 14(4), 158–163.
Mino, J. (2004). Planning for inclusion: Using universal instructional design to create a learner-centered community college classroom. Equity and Excellence in Education, 37(2), 154-160.
Moore, C., Brantmeir, E., & Brocheild, A. (2017). Inclusion by design: Tool helps faculty examine their teaching practices. Faculty Focus.
Mowrer, K. (2019). Organization-based disability access: A YMCA childcare center case study. Capstone Collection.
Murawski, W. W., & Scott, K. L. (Eds.). (2019). What works with universal design for learning. Corwin Press.
Nelson, L. L., & Bashman , J. L. (n.d.). A blueprint for UDL: Considering the design of implementation. UDL - IRN.
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, 19(2), 173-181.
Orr, A. C., & Hamming, S. B. (2009). Inclusive postsecondary strategies for teaching students with learning disabilities: A review of the literature. Learning Disability Quarterly, 32.
Park, H. J., Roberts. K., & Delise, D. (2017) The effects of professional development on universal design for instruction on faculty perception and practice. Journal of Postsecondary Education and Disability, 30(2), 123-139.
Parker, D. R., & Getty, M. (2009). 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.
Beckman, P. (2009). Universal design for learning: A field experiment comparing specific classroom actions. AMCIS 2009 Proceedings. 10.
Pedelty, M. (2003). Making a statement. Curriculum Transformation and Disability: Implementing Universal Design in Higher Education, 71-78.
Pliner, S. M., & Johnson, J.R. (2004). Historical, theoretical, and foundational principles of universal instructional design in higher education. Equity & Excellence in Education, 37, 105-113.
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.
Roberts, K. D., Satkyjgykyjova, M., & Park, H-J. (2015). Universal design for instruction in postsecondary education: A literature review of empirically based articles. Universal design in higher education: From principles to practice, (pp. 65-80). Harvard Education Press.
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. (2017). Universal design for learning: Guidelines for accessible online instruction. Adult Learning, 29(1), 20-31.
Rose, D., Ralabate, P., & Meo, G. (2018). The five phases of the UDL implementation process: Tools to guide your journey. Universal Design for Learning Implementation and Research Network 53-54.
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.
Schuck, J., & Larson, J. (2003). Community colleges and universal instructional design. Curriculum transformation and disability: Implementing universal design in higher education, 59-70.
Scott, S. S., & McGuire, J. M. (2005). Implementing universal design for instruction to promote inclusive college teaching. Going to college: Expanding opportunities for people with disabilities, 119-138.
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(1), 40-49.
Shaw, R. A. (2011). Employing universal design for instruction. New Directions for Student Services, 134, 21-33.
Shaw, S. F., Scott, S. S., & McGuire, J. M. (2001). Teaching college students with learning disabilities. ERIC DIGEST. http://www.ericdigests.org/2002-3/college.htm
Burgstahler, S. (2007). Universal design of instruction: An approach for making your course accessible to all students. Academe.
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.
Smith, F. G. (2012). Analyzing a college course that adheres to the universal design for learning (UDL) framework. Journal of the Scholarship of Teaching and Learning, 12(3), 31-61.
Smith, S. J., Rao, K., Lowrey, K. A., Gardner, J. E., Moore, E., Coy, K., … Wojcik, B. (2019). Recommendations for a national research agenda in UDL: Outcomes from the UDL-IRN preconference on research. Journal of Disability Policy Studies, 30(3), 174-185.
Souma, A., & Casey, D. (2015). The benefits of universal design for students with psychiatric disabilities. In S. Burgstahler (Ed.), Universal design in higher education: From principles to practice (pp. 131-138). Harvard Education Press.
Spooner, C. L., Davies, P. L., & Schelly, C. L. (2015). Universal design for learning intervention in postsecondary education: Results from two effectiveness studies. Universal design in higher education: From principles to practice (pp. 139-150). Harvard Education Press.
Tzivinikou, S. (2014). Universal design for learning – application in higher education: A Greek paradigm. Problems of Education in the 21st Century, 60(1), 156-166.
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.
Vaughan, N., Bull, B., Joosten, T., Whitmer, J., Dugdale, S., & Fovet, F. (2016). Seven things you should know about the 2016 critical issues in teaching and learning: Accessibility and universal design for learning. Educause/ELI’s Key Issues.
<>Winkelmes, M. A. (2021) Creating transparent, equitable learning opportunities for all college students in Tennessee. Transparency in Learning and Teaching: Higher Ed.

3. Applying UD to Online Learning

Abdul-Alim, J. (2015). Universities struggle to ensure access to online education for students with disabilities. Insight Into Diversity.
Anderson, A. (2020). Universal design online and students on the autism spectrum: Is it a match? Proceedings of Society for Information Technology & Teacher Education International Conference.
Avigerious, P., Papasalouros, A., Retalis, S., & Skordalakis, M. (2003). Towards a pattern language for learning management systems. Educational Technology & Society, 6(2), 11-22.
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.
Behling, K. (2017). Accessibility considerations for hybrid courses. New Directions for Teaching and Learning, 149. https://doi.org/10.1002/tl.20230
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
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.
Burgstahler, S. (2021). What higher education learned about the accessibility of online opportunities during a pandemic. Journal of Higher Education Theory and Practice, 21(7), p 160-170.
Burgstahler, S. (2020, 2015). 20 tips for teaching an accessible online course. Seattle: University of Washington.
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. (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., & Thompson, T. (Eds). (2019). Accessible cyberlearning: A community report of the current state and recommendations for the future.
Burgstahler, S., Anderson, A., & Litzkow, M. (2011). Accessible technology for online and face-to-face teaching and learning. The professor's guide to taming technology, 201-218.
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.
Burgstahler, S., Corrigan, B., & McCarter, J. (2004). Making distance learning courses accessible to students and instructors with disabilities: A case study. The Internet and Higher Education, 7(3), 233-246.
Burgstahler, S. (2003). Web-based distance learning and the second digital divide. In M. Hricko (Ed.), Design and implementation of web-enabled teaching tools (pp. 83-97). Hershey, PA: IRM Press.
Burgstahler, S. (2002). Universal design of distance learning. Well Connected Educator. TechLEARNING.com.
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.
Case, D. E., & Davidson, R. C. (2011). Accessible online learning. New Directions for Student Services, 134, 47-58.
<>Cash, C., Cox, T., & Hahs-Vaughn, D. (2021) Distance educators attitudes and actions towards inclusive teaching practices. Journal of the Scholarship of Teaching and Learning, 21(2).
Catalano, A. (2014). Improving distance education for students with special needs: A qualitative study of students' experiences with an online library research course. Journal of Library & Information Services In Distance Learning, 8(1-2), 17-31.
Catalano, A. (2014). Improving distance education for students with special needs: A qualitative study of students’ experiences with an online library research course. Journal of Library & Information Services in Distance Learning, 8, 17–31. doi:10.1080/1533290X.2014.902416
Center on Online Learning and Students With Disabilities (2012). The foundation of online learning for students with disabilities. Center on Online Learning and Students with Disabilities.
Chambers, D., Varoglu, Z., & Kasinskaite-Buddeberg, I. (2016). Learning for all: Guidelines on the inclusion of learners with disabilities in open and distance learning. United National Educational, Scientific, and Cultural Organization.
<>Chapman, L., & Jackson, A. (2021) Accessibility matters: Universal design and the online professional practice doctorate. Impacting Education: Journal on Transforming Professional Practice. 6(3).
Cifuentes, L., Janney, A., Guerra, L., & Weir, J. (2016). A working model for complying with accessibility guidelines for online learning. TechTrends: Linking Research and Practice to Improve Learning, 60(6).
Conole, G. (2012). Fostering social inclusion through open educational resources (OER). Distance Education, 33(2), 131–134.
Cooper, M. (2006). Making online learning accessible to disabled students: An institutional case study. Association for Learning Technology Journal, 14(1), 103-115.
Coy, K. (2018). Universal design for learning and digital environments: The educational superpower. NADP National Association of Disability Practitioners, 10(1), 119-134.
Coy, K. (2014). Measuring universal design for learning in virtual school landscape. Learning Designed.
Coy, K., Marino, M. T., & Serianni, B. (2014). Using universal design for learning in synchronous online instruction. Journal of Special Education Technology, 29(1), 63-74.
Dell, C. A., Dell, T. F., & Blackwell, T. L. (2015). Applying universal design for learning in online courses: Pedagogical and practical considerations. Journal of Educators Online, 13(2), 166-192.
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).
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). Universal design for learning in online university courses: A 5-year study of learning styles, personality types and instructional preferences. Society for Information Technology & Teacher Education International Conference, (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.
(2008). Four types of disabilities: Their impact on online learning. TechTrends, 52(1), 51-55.
Gin, L., Guerrero, F., Brownell, S., Cooper K. (2021) COVID-19 and Undergraduates with Disabilities: Challenges Resulting from the Rapid Transition to Online Course Delivery for Students with Disabilities in Undergraduate STEM at Large-Enrollment Institutions. Research for Inclusive STEM Education Center, School of Life Sciences, Arizona State University.
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.
Hamraie, A. (2012). Universal design research as a new materialist practice. Disability Studies Quarterly, 32(4).
Hashey, A. I., & Stahl, S. (2014). Making online learning accessible for students with disabilities. TEACHING Exceptional Children, 46(5), 70-78.
He, Y. (2014). Universal design for learning in an online teacher education course: Enhancing learners’ confidence to teach online. MERLOT Journal of Online and Teaching, 10(2), 283–298.
Hilera, J. R., Hoya, R., & Vilar, E. T. (2012). Organizing e-learning standards and specifications. 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, 280-298.
Houston, L. (2018) Efficient strategies for integrating universal design for learning in the online classroom. Journal of Educations Online, 15(3).
Ismailov, M., & Chiu, T. K. (2022). Catering to inclusion and diversity with Universal Design for learning in asynchronous online education: A self-determination theory perspective. Frontiers in Psychology, 13.
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.
Katarina, T., Schenker, K. T., & Scadden, L. A. (2002). The design of accessible distance education environments that use collaborative learning. Information Technology and Disabilities Journal, 8(1).
Keeler, C. G., & Horney, M. (2007). Online course designs: Are special needs being met? The American Journal of Distance Education, 21(2), 61-75.
Keith, S., Whitney, G., & Petz, A. (2009). Design for all as focus in European ICT teaching and training activities.
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.
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(4), 199-201.
Howard, K. L. (2004). Universal design for learning: Meeting the needs of all students. Learning & Leading with Technology, 31(5), 26-29.
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).
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. 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.
Liakou, M., & Manousou, E. (2015). Distance education for people with visual impairments. European Journal of Open, Distance and E-Learning, 18(1), 73–85.
Lorenzo, G., & Moore, J. (2002). The sloan consortium report to the nation: Five pillars of quality online education. The Alfred P. Sloan Foundation.
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, 717-722.
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.
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.
Pirani, Z., & Sasikumar, M. (2014). Accessibility issues in learning management systems for learning disabled: A survey. Recent Advances in Intelligent Informatics, 253-264.
Powell, W. (2003). Essential design elements for successful online courses. Journal of Geoscience Education, 51(2), 221-230.
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. R., Edelen-Smith, P., & Wailehua, C. T. (2015). Universal design for online courses: Applying principles to pedagogy. Open Learning: The Journal of Open, Distance and e-Learning, 30(1), 35–52.
Reason, M. (2022). Inclusive Online Community Arts: Covid and beyond covid. Cultural Trends, 1–18.
Sanchez-Gordon, S., & Lujan-Mora, S. (2018). Research challenges in accessible MOOCs: A systematic literature review 2008-2016. Universal Access in the Information Society, 17, 775-789.
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.
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.
Scott, S., & McGuire, J. (2015). A case study approach to promote practical applications of universal design for instruction. Universal design in higher education: From principles to practice, 315-324.
Scott, S., McGuire, J., & Shaw, S. (2003). Universal design for instruction: A new paradigm for adult instruction in postsecondary education. Remedial and Special Education, 24(6), 369-379.
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.
Seok, S., Kinsell, C., DaCosta, B. & Tung, C.K. (2010). Comparison of instructors’ and students’ perceptions of the effectiveness of online courses. The Quarterly Review of Distance Education, 11(1), 25-36.
Serrano-Johnson, M. (2020). Leadership practices that support community college faculty adoption of universal design for learning as a framework for inclusive online instruction. ProQuest Dissertations & Theses Global.
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.
Simonchelli, A. & Hinson, J.M. (2008). College students’ with learning disabilities personal reactions to online learning. Journal of College Research and 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.
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. Reach everyone, teach everyone, 98–127.
Tobin, T. J. (2013). 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. 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.
Wattenberg, T. (2004). Beyond legal compliance: Communities of advocacy that support accessible online learning. The Internet and Higher Education, 7(2), 123-139.
Weir, L. (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.
Wilkens, L., Haage, A., Lüttmann, F., & Bühler, C.R. (2021) Digital teaching, inclusion and students’ needs: Student perspectives on participation and access in higher education. Social Inclusion, 9(3), p 117–129.
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).

4. Applying UD in Specific Academic Content Areas

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(2), 171–185.
AccessComputing. (2018). Equal access: Universal design of computing departments. Seattle: DO-IT, University of Washington.
AccessEngineering. (2017). Equal access: Universal design of engineering departments. Seattle: DO-IT, University of Washington.
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. 62(5), 645 - 656.
Bruch, P. L. (2003). Interpreting and implementing universal instructional design in basic writing. Curriculum Transformation and Disability: Implementing Universal Design in Higher Education (pp. 93-103). Unversity of Minnesota.
Burgstahler, S. (2011). Universal design: Implications for computing education. ACM Transactions on Computing Education, 11(3), 1-17.
Burgstahler, S. (Guest Ed.). (2011). STEM special issue. Journal of Postsecondary Education and Disability, 24(4).
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, 1-22.
Cohen, R.F., Fairley, A.V., Gerry, D., & Lima, G.R. (2005). Accessibility in introductory computer science. Proceedings of the 36th SIGCSE Technical Symposium on Computer Science Education - SIGCSE, 37, 17–21.
Crawford, L., & Burgstahler, S. (2013). Promoting the design of accessible informal science learning. Universal design in higher education: Promising practices.
Curry, C., Cohen, L., & Lightbody, N. (2006). Universal design in science learning. The Science Teacher, 73(3), 32-37.
Dyjur, P., Ferreira, C., & Clancy, T. (2021). Increasing accessibility and diversity by using a UDL framework in an infographics assignment. Currents in Teaching and Learning, 12(2), 71-83.
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.
Frey, T. J., Andres, D.K., McKeeman, L. A., & Lane, J. J. (2012). Collaboration by design: Integrating core pedagogical content and special education methods courses in a preservice secondary education program. The Teacher Educator, 47, 45–66.
Fuertes, J. L., Gonzalez, A. L., & Martínez, L. (2012). Including accessibility in higher education curricula for ICT. Procedia Computer Science, 14, 382-390
Gin, L., Guerrero, F., Brownell, S., Cooper K. (2021) COVID-19 and Undergraduates with Disabilities: Challenges Resulting from the Rapid Transition to Online Course Delivery for Students with Disabilities in Undergraduate STEM at Large-Enrollment Institutions. Research for Inclusive STEM Education Center, School of Life Sciences, Arizona State University.
Gravel, J. W. (2017). A disciplined application of universal design for learning (UDL): Supporting teachers to apply UDL in ways that promote disciplinary thinking in english language arts (ELA) among diverse learners. Doctoral dissertation, Harvard Graduate School of Education.
Hennessey, M.L., & Koch, L. (2007). Universal design for instruction in rehabilitation counselor education. Rehabilitation Education, 21(3), 187-194.
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).
King-Sears, M. E., Johnson, T. M., Berkeley, S., Weiss, M. P., Peters-Burton, E. E., Evmenova, a. S., & Hursh, J. C. (2015). An Exploratory Study of Universal Design for Teaching Chemistry to Students with and Without Disabilities. Learning Disability Quarterly, 38(2), 84–96.
Kortering, L., McClannon, T., & Braziel, P. (2005). What algebra and biology students have to say about universal design for learning. National Center for Secondary Education and Transition Research to Practice Brief, 4(2).
Lazar, J. (2018). Breaking Down Barriers Between Undergraduate Computing Students and Users with Disabilities. Cambridge Workshop on Universal Access and Assistive Technology, 171-179.
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), 50-59.
Melber, L. M., & Brown, K. D. (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.
Levey, J. (2017). Development and psychometric examination of the inclusive teaching strategies in nursing education instrument. Journal of Nursing Measurement, 25(2), 130-152.
Loendorf, W., Richter, D., & Teachman, D. (2010). Results from an interdisciplinary service learning pilot project incorporating universal design concepts For ADA compliance. Annual Conference & Exposition, Louisville, Kentucky.
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.
Miller, D. K., & Lang, P. L. (2016). Using the universal design for learning approach in science laboratories to minimize student stress. Journal of Chemical Education, 93(11), 1823-1828.
Moleko, M. M. (2021) Multiple means of engagement strategies for maximizing the learning of mathematics in pandemic-regulated classrooms. International Journal of Learning, Teaching and Educational Research, 20(8).
Moon, N. W, Utschig, T. T., Todd, R. L., & Bozzorg, A. (2011). Evaluation of programmatic interventions to improve postsecondary STEM education for students with disabilities: Findings from SciTrain University. Journal of Postsecondary Education and Disability, 24(4), 331–349.
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. J., Smith, F. G., Hollingshead, A., & Wojcik, B. (2017). Voices from the field: Implementing and scaling-up universal design for learning in teacher preparation programs. Journal of Special Education Technology, 33(1), 40-53.
Moore, E., & Lewis, C. (2015). Opportunity: Inclusive design for interactive simulations. Proceedings of the 17th International ACM SIGACCESS Conference on Computers & Accessibility, 395-396.
<>Moriña, A., & Orozco, I. (2021) Health sciences and inclusive pedagogy: A qualitative study exploring educational practices for students with disabilities at Spanish universities. Health Education Research, 36(3), 337–348.
Myers, K. (2015). Incorporating universal design into administration courses: A case study. Universal design in higher education: From principles to practice, (2), 151-161.
Nicolle, C. A., Darzentas, J., Tahkokallio, P., & Velasco, C. (2005). Recommendations from IDCnet for promoting inclusive design in ICT curricula.
Nishchyk, A., & Chen, W. (2018). Integrating universal design and accessibility into computer science curricula—A review of literature and practices in Europe. Transforming our World Through Design, Diversity and Education, 56-66.
McAlexander, P. J. (2003). Using principles of universal design in college composition courses. 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.
Parker, D. R., Robinson, L. E., & Hannafin, R. D. (2007-2008, Winter). “Blending” technology and effective pedagogy in a core course for preservice teachers. Journal of Computing in Teacher Education, 24(2), 61-66.
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.
Rahm, J. (2014) Reframing research informal teaching and learning in science: Comments and commentary at the heart of a new vision for the field. Learning Science in Everyday Life, 5(3), 395-406.
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.
Reynaga-Peña, C., Sandoval-Ríos, M., Torres-Frías, J., López-Suero, C., Lozano Garza, A., Dessens Félix, M., . . . Ibanez, J. (2018). Creating a dialogic environment for transformative science teaching practices: Towards an inclusive education for science. Journal of Education for Teaching: JET, 44(1), 44-57.
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(5), 594-596.
Rosmaita, B. J. (2006). Accessibility now!: Teaching accessible computing at the introductory level. Proceedings of the 8th international ACM SIGACCESS, 277-278.
Rughiniş C., Rughiniş R. (2014). ‘In my shoes’ Interaction sandbox for a quest of accessible design: Teaching sighted students accessible design for blind people. Lecture Notes in Computer Science, 8513.
Salend, S., & Whittaker, C. (2018). A collaborative process for incorporating universal design for learning and evidence-based practice into inclusive teacher education programs. Oxford Research Encyclopedia of Education.
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.
Schreffler, J., Vasquez III, E., Chini, J., & James, W. (2019). Universal design for learning in postsecondary STEM education for students with disabilities: A systematic literature review. International Journal of STEM Education, 6(1).
Scott, S., & Edwards, W. (2018). Disability and world language learning: Inclusive teaching for diverse learners. Rowman & Littlefield Publishers.
Burgstahler, S. (Ed.). (2009). Making math, science, and technology instruction accessible to students with disabilities. Building the team: Faculty, staff, and students working together.
Burgstahler, S. (2017). Equal access: Universal design of your engineering research center (ERC). Seattle: DO-IT, University of Washington.
Shinohara, K., Kawas, S., Ko, A. J., & Ladner, R. E. (2018). Who teaches accessibility?: A survey of US computing faculty. In proceedings of the SIGSCE '18: The 49th ACM Technical Symposium on Computer Science Education. 197-202. ACM.
Smith, T. L. (2016). Access, action, & agency: Inclusive design for the non-visual use of a highly interactive science simulation. Masters in Inclusive Design.
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. 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.
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.
Thurston, L. P., Shuman, C., Middendorf, B. J., & Johnson, C. (2017). Postsecondary STEM education for students with disabilities: Lessons learned from a decade of NSF funding. Journal of Postsecondary Education and Disability, 30(1), 49-60.
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, 36(3), 1-19.
Vie, S. (2018). Effective social media use in online writing classes through universal design for learning (UDL) principles. Computers and Composition, 49, 61-70.
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.
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.
Wang, Y. D. (2012). A holistic and pragmatic approach to teaching web accessibility in an undergraduate web design course. Proceedings of the 13th annual conference on Information technology education, 55-60. ACM.
White, J. L., & Massiha, G. H. (2015). Strategies to increase representation of students with disabilities in Science, Technology, Engineering and Mathematics (STEM). International Journal of Evaluation and Research in Education, 4(3), 89-93.
Young, J. (2017). How a blind student who felt locked out of her STEM classes challenged--and changed--her university. EdSurge.

5. Applying UD to Physical Spaces

AccessEngineering. (2017). Equal access: Universal design of engineering labs. Seattle: DO-IT, University of Washington.
AccessEngineering. (2015). Making a makerspace? Guidelines for accessibility and universal design. Seattle: DO-IT, University of Washington.
Alper, M. (2014). Making space in the makerspace: Building a mixed-ability maker culture. <>University of Southern California Los Angeles.
Axelrod, J. (2014). Universal design in built and online environments. Beyond the Americans with Disabilities Act: Inclusive Policy and Practice for Higher Education (pp.141-144). NASPA-Student Affairs Administrators in Higher Education.
Burgstahler, S. (2020). Physical spaces. Creating Inclusive Learning Opportunities in Higher Education: A Universal Design Toolkit (pp. 57–72). Harvard Education Press.
Burgstahler, S. (2015). Universal design of physical spaces: From principles to practice. Universal design in higher education: From principles to practice (pp. 201-213). Harvard Education Press.
Burgstahler, S. (2017). Equal access: Universal design of housing and residential life. Seattle: DO-IT, University of Washington.
Goldstein, E. (2015). Applications of universal design to higher education facilities. Universal design in higher education: From principles to practice, 215-228.
Hamraie, A. (2017). Building access : Universal design and the politics of disability. University of Minnesota Press.
Hamraie, A. (2013). Designing collective access: A feminist disability theory of universal design. Disability Studies Quarterly, 33. http://dx.doi.org/10.17613/M6T98Q
Hamraie, A. (2016). Universal design and the problem of "post-disability" ideology. Design and Culture, 8(3), 285-309.
Klipper, B. (2014). Making makerspaces work for everyone: Lessons in accessibility. Children and Libraries, 12(3), 5–6.
Meyer, A., & Fourie, I. (2016). Make the makers’ voices count: Combining universal design and participatory ergonomics to create accessible makerspaces for individuals with (physical) disabilities. In proceedings from EAHIL '16: European Association for Health Information and Libraries. Seville, Spain.
Null, R.L., & Cherry, K.F. (1996). Universal design: Creative solutions for ADA compliance. Professional Publications.
Persson, H., Ahman, H., Yngling, A. A., & Gulliksen, J. (2014). Universal design, inclusive design, accessible design, design for all: Different concepts—one goal? On the concept of accessibility—historical, methodological and philosophical aspects. Universal Access in the Information Society, 14(4), 505-526.
Burgstahler, S. (2012). Making science labs accessible to students with disabilities. Seattle: DO-IT, University of Washington.
<>Sholanke, A., Adeboye, A., Oluwatayo, A., & Alagbe, O, (2016). Evaluation of universal design at the main entrance of selected public buildings in Covenant University. Covenant University International Conference on African Development Issues (CU-IADI), Ota, Ogun State, Nigeria, 3, 188–192.
Smyser, M. (2003). Maximum mobility and function. American School & University.
Staeger-Wilson, K., & Sampson, D. H. (2012). Infusing just design in campus recreation. Journal of Postsecondary Education and Disability, 25(3), 247-252.
Steinfeld, E., & Maisel, J. (2012). Universal design: Creating inclusive environments. J. Wiley & Sons.
Story, M. F., Mueller, J. L., & Mace, R. L. (1998). The universal design file: Designing for people of all ages and abilities. Raleigh, NC: Center for Universal Design, North Carolina State University.
Sweet, E. (2018). Accessibility in the laboratory. ACS Symposium Series, 1272. http://www.doi.org/10.1021/bk-2018-1272.ch001
Thompson, T. (2008). Universal design of computing labs. Universal design in higher education: From principles to practice, 235-244.
<>Watson, E., Bartlett, F., Sacks, C., & Davidson, D. L. (2013). <>Implementing universal design: A collaborative approach to designing campus housing. Journal of College & University Student Housing, 39(40), 158–171.
Wilkoff, W., & Abed, L. (1994). Practicing universal design: An interpretation of the ADA. Van Nostrand Reinhold.
Wisbey, M. E., & Kalivoda, K. S. (2003). Residential living for all: Fully accessible and “liveable” on-campus housing. Curriculum transformation and disability: implementing universal design in higher education (pp. 255-266). University of Minnesota.

6. Applying UD to Services

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. Universal design in higher education: From principles to practice, 191-200.
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.
Burgstahler, S. (2015). Universal design of student services: From principles to practice. Universal design in higher education: From principles to practice (pp. 179-189). Harvard Education Press.
Burton, M., Geiger, N., & Sukhai, M. (2018). Diversity in post-secondary career education: Strategies for universal design. https://ceric.ca/2018/06/diversity-in-post-secondary-career-education-st...
- Higbee, J. L., & Eaton, S. B. (2003). Implementing universal design in learning centers. Curriculum transformation and disability: Implementing universal design in higher education.
Kalivoda, K. S., & Totty, M. C. (2003). Disability services as a resource: Advancing universal design. Curriculum transformation and disability: Implementing universal design in higher education, 187-202.
Luna, R. (2014). Accessible technology in student affairs. Beyond the Americans with Disabilities Act: Inclusive Policy and Practice for Higher Education, 51-67.
Preiser, W. F. E., & Smith, K. H. (2011). Universal design handbook, (2). McGraw-Hill.
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. Seattle: DO-IT, University of Washington.
Burgstahler, S. (2017). Equal access: Universal design of career services. Seattle: DO-IT, University of Washington.
Burgstahler, S. (2017). Equal access: Universal design of financial aid. Seattle: DO-IT, University of Washington.
Burgstahler, S. (2006). Students with disabilities and campus services: Building the team. Presentation and resource materials: University of Washington.
Burgstahler, S. (2017). Equal access: Universal design of student organizations. Seattle: DO-IT, University of Washington.
Burgstahler, S. (2017). Equal access: Universal design of tutoring and learning centers. Seattle: DO-IT, University of Washington.
Burgstahler, S. (2017). Equal access: Universal design of libraries. Seattle: DO-IT, University of Washington.
Burgstahler, S. (2017). Equal access: Universal design of registration. Seattle: DO-IT, University of Washington.
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), 72-78.
Uzes, K. B., & Connelly, D. O. (2003). Universal design in counseling center service areas. Curriculum transformation and disability: Implementing universal design in higher education, (pp. 241-250). University of Minnesota, Center for Research on Developmental Education and Urban Literacy.
Webb, K., & Hoover, J. (2015). Universal design for learning (UDL) in the academic library: A methodology for mapping multiple means of representation in library tutorials. College & Research Libraries, 76(4), 537-553.

7. Applying UD to Technology

Akbulut, Y., & Cardak, C. S. (2012). Adaptive educational hypermedia accommodating learning styles: A content analysis of publications from 2000 to 2011. Computers & Education, 58(2), 835– 842.
Axelrod, J. (2014). Universal design in built and online environments. Beyond the Americans with Disabilities Act: Inclusive Policy and Practice for Higher Education (pp.141-144). NASPA-Student Affairs Administrators in Higher Education.
Burgstahler, S. (2020). Technology. Creating Inclusive Learning Opportunities in Higher Education: A Universal Design Toolkit (pp. 73–108). Harvard Education Press.
Burgstahler, S. (2015). Universal design of technology: From principles to practice. Universal design in higher education: From principles to practice (pp.231-251). 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).
Cielo24. (2017). Beyond accessibility: Captioning benefits in higher education. https://cielo24.com/captioning-benefits-higher-education/
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. Beyond the Americans with Disabilities Act: Inclusive Policy and Practice for Higher Education (pp. 69-82). NASPA Student Affairs Administrators in Higher Education.
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.
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.
Fourteen Leaders in the Field. (2015). A brief history of assistive, accessible, and universally designed technology: Perspectives of practitioners who lived it. Universal design in higher education: From principles to practice, 253-258.
Goldstein, E. (2015). Applications of universal design to higher education facilities. Universal design in higher education: From principles to practice, 215-228.
Linder, K. (2016). Student uses and perceptions of closed captions and transcripts: Results from a national study. Oregon State University Ecampus Research Unit.
Perkins, K. K., & Moore, E. B. (2017). Increasing the accessibility of PhET simulations for students with disabilities: Progress, challenges, and potential. 2017 PERC Proceedings.
Post, C., De Lia, E., DiTomaso, N., Tirpak, T.M., & Borwankar, R. (2009). Capitalizing on thought diversity for innovation. Research-Technology Management, 52(6), 14-25.
Burgstahler, S. E. (2008). Universal design of technological environments: From principles to practice. Universal design in higher education: From principles to practice, 213-224.
Straumsheim, C. (2017). Glacial progress on digital accessibility. Inside Higher Ed. https://www.insidehighered.com/news/2017/05/18/data-show-small-improvements-accessibility-course-materials
Sweet, E. (2018). Accessibility in the laboratory. ACS Symposium Series, 1272. http://www.doi.org/10.1021/bk-2018-1272.ch001
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.
Teixeira, P., Eusébio, C., João Carneiro, M., Lemos, D., & Teixeira, L. (2020). A study about web accessibility in Portuguese museums: How to overcome the main difficulties. Association for Information Systems, CAPSI 2020 Proceedings.
Thompson, T. (2020). "30 web accessibility tips." The Center for Universal Design in Education. Seattle: DO-IT, University of Washington.
Thompson, T. (2015). Video for all: Accessibility of video content and universal design of a media player. Universal design in higher education: From principles to practice (pp. 259-273). Boston: 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. Proceedings of the First International Conference on Technology-based Learning With Disability, 127-136.
Thompson, T., Burgstahler, S., Moore, E., Gunderson, J., & Hoyt, N. (2007). International research on web accessibility for persons with disabilities. Managing worldwide operations and communications with information technology.
Thomson, R., Fichten, C. S., Havel, A., Budd, J., & Asuncion, J. (2015). Blending universal design, e-learning, and information and communication technologies. In Burgstahler, S (Ed.) Universal design in higher education: From principles to practice, (pp. 275-285). Seattle, WA: University of Washington.
Chisholm, W., & May, M. (2008). Universal design for web applications. O'Reilly Media Inc.
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.
Zhang, Y. (2005). A collaborative professional development model: Focusing on universal design for technology utilization. ERS Spectrum, 23(3), 32-38.

8. Teaching About UD in Postsecondary Courses

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.
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. Universal design in higher education: From principles to practice (pp. 297-306). Harvard Eduation Press.
Burgstahler, S. (2020). Teaching about UD. Creating Inclusive Learning Opportunities in Higher Education: A Universal Design Toolkit (pp. 163–175). Harvard Education Press.
Burgstahler, S. (2012). Universal design of web pages in class projects. Seattle: DO-IT, University of Washington.
Chang, B.W., Tremblay, K.R., & Dunbar, B.H. (2000). An experiential approach to teaching universal design. Education, 121(1), 153-158.
Erlandson, R., Enderle, J., & Winters, J. (2006). Educating engineers in universal design and accessible design. Medical instrumentation: Accessibility & usability considerations.
Evans, C., Williams, J. B., King, L., & Metcalf, D. (2010). Modeling, guided instruction, and application of UDL in a rural special education teacher preparation program. Rural Special Education Quarterly, 29(4), 41-48.
Keates, S. (2015). A pedagogical example of teaching universal access, Universal Access in the Information Society, 14(1), 97-110.
Liakou, M., & Manousou, E. (2015). Distance education for people with visual impairments. European Journal of Open, Distance and E-Learning, 18(1), 73–85.
Meyer, A., & Fourie, I. (2016). Make the makers’ voices count: Combining universal design and participatory ergonomics to create accessible makerspaces for individuals with (physical) disabilities. In proceedings from EAHIL '16: European Association for Health Information and Libraries. Seville, Spain.
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, 399-400.
Petrie, H., & Edwards, A. (2006). Inclusive design and assistive technology as part of the HCI curriculum. Proceedings of HCI Educators Workshop, 23-24.
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. (2016). Best practices for teaching accessibility in university classrooms. ACM Transactions on Accessible Computing 8(4), 1-26.
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, 333-334.
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.
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), 17-30.
Street, C. D., Koff, R., Fields, H., Kuehne, L., Handlin, L., Getty, M., Parker, D. R., & 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.
Theoharis, G., & Causton-Theoharis, J. (2011). Preparing pre-service teachers for inclusive classrooms: Revising lesson-planning expectations. International Journal of Inclusive Education, 15(7). 743-761.
Welch, P. (1995). Strategies for teaching universal design. Adaptive Environment & MIG Communications.
Zeff, R. (2007). Universal design across the curriculum. New Directions for Higher Education, 137, 27-44.
Zhong, Y. (2012). Universal design for learning (UDL) in library instruction. College & Undergraduate Libraries, 19, 33-45. doi: 10.1080/10691316.2012.652549

9. Teaching About UD in Professional Development

Burgstahler, S., & Moore, E. (2015). Impact of faculty training in UDI on the grades of students with disabilities. Universal design in higher education: Promising practices.
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.
Fox, J. A., Hatfield, J. P., & Collins, T. C. (2003). Developing the curriculum transformation and disability (CAD) workshop model. Curriculum transformation and disability: Implementing universal design in higher education, 23-40.
Fox, L., & McNally, J. C. (2018). The professor-student learning relationship in higher education: Wisdom from students with learning disabilities. Journal of Excellence in College Teaching, 29(1), 27-48.
Harrison, E. G. (2006). Working with faculty toward universally designed instruction: The process of dynamic course design. Journal of Postsecondary Education and Disability, 19(2), 152-162.
Wilson, L. B., & Ellis, E. (2014). Leading UDL implementation with professional learning communities. Proceedings of UDLIRN, 79-82.
Yager, S. (2015). Small victories: Faculty development and universal design. In Burgstahler, S. (Ed.), Universal design in higher education: From principles to practice (pp. 307-314). Harvard Education Press.