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P26 - UDL Principles: The Inclusive Classroom

Purpose: The purpose of this planned poster presentation will be to illustrate the use of innovative instructional design to incorporate the three main components of universal design for learning (UDL) to ensure accessibility for all students.

Background: According to the World Health Organization, 15% of the world’s population has a disability influencing their daily life (2014). The United States has legislation designed to help those with disabilities have the same access to places and services as everyone else. The Americans with Disabilities Act (ADA) was put into place in 1990 and it stipulates that regardless of the disability, public spaces and services must be accessible to all. Despite this legislation, more awareness about accessibility is needed. When UDL principles are used, the focus is on the creation of educational content to better engage all students, not just the imaginary “average” student.

Learning outcome: Instructional design strategies to be presented will include best use of multiple forms of media for instruction, ways to allow different methods of student expression, and opportunities for improved learner engagement.

Conclusion: “Universal design for learning (UDL) is a research-based set of principles to guide the design of learning environments that are accessible and effective for all” (CAST, Inc., 2019). The phrase, universal design for learning (UDL), originated from architectural design principles developed for ease of access to all buildings and structures at North Carolina State University (North Carolina State University, The Center for Universal Design, 1997). Over time, educational researchers have used these design principles to ensure access to learning, in all types of learning environments, for all students. The UDL framework is based upon education theory, developmental psychology, cognitive science, and cognitive neuroscience. There are three main components of UDL: 1) multiple representations of information, 2) alternative means of expression, and 3) varied options for engagement (Rogers-Shaw, C., Carr-Chellman, D. J., & Choi, J., 2018). When these guidelines are followed, information is presented to students in flexible ways, barriers to instruction are reduced, and all students have access to learning. The integration of UDL guidelines throughout nursing and other healthcare educational programs is necessary to adequately prepare tomorrow’s healthcare workers to provide patient care in the technology-laden healthcare environment.

1. CAST, Inc. (2019). About Universal Design for Learning. Retrieved from www.cast.org
2. North Carolina State University, The Center for Universal Design. (1997). The principles for universal design. Retrieved from https://projects.ncsu.edu/ncsu...
3. 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. https://doi-org.ezhost.utrgv.e...
4. World Health Organization. (2014). Disability and Health (Fact Sheet No. 352). Retrieved from http://www.who.int/mediacentre...


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