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UDL Across the Disciplines (Humanities and Social Sciences)
Note: This post comes with the disclaimer found elsewhere on the site. Much scholarship focusing on UDL currently does not adequately attend to the intersectional needs of students of color and the ways that racialized expectations in classrooms disproportionately limit the access that students of color have to classrooms (and thus, often, to structural adjustments to classrooms called for in UDL scholarship that makes race invisible, therefore coding itself white). There are some excellent readings critiquing the whiteness of dis/ability studies more broadly and UDL praxis specifically here in the General Must-Reads section.
This page from the brilliant Stephanie Kerschbaum offers phenomenal resources for dis/ability and the writing classroom.
Miksch, Karen L. “Universal Instructional Design in a Legal Studies Classroom.” Curriculum Transformation and Disability: Implementing Universal Design in Higher Education (2003): 163.
DeLong, Renee. “Writing Assignments and Universal Design for Instruction: Making the Phantom Visible.” Implementing Universal Design in Higher Education (2008): 131.
James, Patricia, and Themina Kader. “Practicing Universal Instructional Design in Visual Art Courses.” Implementing Universal Design in Higher Education (2008): 87.
Arendale, David, and David Ghere. “Teaching College History using Universal Instructional Design.” Implementing Universal Design in Higher Education (2008): 113.
Chanock, Kate. “Towards Inclusive Teaching and Learning in Humanities: Alternatives to Writing.” Learning and Teaching in Higher Education 3 (2008): 19-32.
Johnson, Julia R. “Universal Instructional Design and Critical (Communication) Pedagogy: Strategies for Voice, Inclusion, and Social Justice/Change.” Equity & Excellence in Education 37.2 (2004): 145-153.
UDL Across the Disciplines (STEM-focused)
Note: This post comes with the disclaimer found elsewhere on the site. Most scholarship focusing on UDL currently does not adequately attend to the intersectional needs of students of color and the ways that racialized expectations in classrooms disproportionately limit the access that students of color have to classrooms (and thus, often, to structural adjustments to classrooms called for in UDL scholarship that makes race invisible, therefore coding itself white). There are some excellent readings critiquing the whiteness of dis/ability studies more broadly and UDL praxis specifically here in the General Must-Reads section.
Lid, Inger Marie. “Universal Design and Disability: An Interdisciplinary Perspective.” Disability and Rehabilitation 36.16 (2014): 1344-1349.
Howard, Kirsten Lee. “Universal Design for Learning: Meeting the Needs of All Students. In the Curriculum–Multidisciplinary.” Learning & Leading with Technology 31.5 (2004): 26-29.
Higbee, Jeanne L. “Implementing Universal Instructional Design in Postsecondary Courses and Curricula.” Journal of College Teaching and Learning 6.8 (2009): 65.
McGuire, Joan M. “Universally Accessible Instruction: Oxymoron or Opportunity?.” Journal of Postsecondary Education and Disability 27.4 (2014): 387-398.
Ngubane-Mokiwa, Sindile, and Simon Bheki Khoza. “Lecturers’ Experiences of Teaching STEM to Students with Disabilities.” Journal of Learning for Development-JL4D 3.1 (2016).
Bellman, Scott, Sheryl Burgstahler, and Penny Hinke. “Academic Coaching: Outcomes from a Pilot Group of Postsecondary STEM Students with Disabilities.” Journal of Postsecondary Education and Disability 28.1 (2015): 103-108.
Sukhai, Mahadeo A., and Chelsea E. Mohler. Creating a Culture of Accessibility in the Sciences. Academic Press, 2016.
Basham, James D., and Matthew T. Marino. “Understanding STEM Education and Supporting Students through Universal Design for Learning.” Teaching Exceptional Children 45.4 (2013): 8-15.
Kurtts, Stephanie A., Catherine E. Matthews, and Tammy Smallwood. “(Dis) solving the Differences: A Physical Science Lesson using Universal Design.” Intervention in School and Clinic 44.3 (2009): 151-159.
Curry, Cynthia, Libby Cohen, and Nancy Lightbody. “Universal Design in Science Learning.” The Science Teacher 73.3 (2006): 32.
Higbee, Jeanne L., Carl J. Chung, and Leonardo Hsu. “Enhancing the Inclusiveness of First-year Courses through Universal Instructional Design.” Pedagogy and Student Services for Institutional Transformation: Implementing Universal Design in Higher Education (2008): 61-77.
Street, Christine Duden, et al. “Expanding Access to STEM for At-Risk Learners: A New Application of Universal Design for Instruction.” Journal of Postsecondary Education and Disability 25.4 (2012): 363-375.
McDaniel, Nancy. “Inclusion of Students with Disabilities in a College Chemistry Lab Course.” Journal of Postsecondary Education and Disability 11.1 (1994): 20-28.
Kortering, Larry J., Terry W. McClannon, and Patricia M. Braziel. “Universal Design for Learning: A Look at what Algebra and Biology Students with and without High Incidence Conditions are Saying.” Remedial and Special Education 29.6 (2008): 352-363.
Cliffe, Emma. “Accessibility of Mathematical Resources: The Technology Gap.” MSOR Connections 9.4 (2009): 37-42.
King-Sears, Margaret E., et al. “An Exploratory Study of Universal Design for Teaching Chemistry to Students with and without Disabilities.” Learning Disability Quarterly 38.2 (2015): 84-96.
Marino, Matthew T., et al. “Enhancing Secondary Science Content Accessibility With Video Games.” TEACHING Exceptional Children 47.1 (2014): 27-34.
Duquaine-Watson, J. M. “Computing Technologies, The Digital Divide, and “Universal” Instructional Methods.” Implementing Universal Design in Higher Education (2008): 437.
Kinney, D. Patrick, and Laura Smith Kinney. “Computer-Mediated Learning in Mathematics and Universal Instructional Design.” Curriculum Transformation and Disability: Implementing Universal Design in Higher Education (2003): 115-125.
Brothen, Thomas, and Cathrine Wambach. “Universal Instructional Design in a Computer-based Psychology Course.” Implementing Universal Design in Higher Education (2008): 165.
Duranczyk, Irene M., and Annia K. Fayon. “Successful Undergraduate Mathematics through Universal Design of Essential Course Components, Pedagogy, and Assessment.” Implementing Universal Design in Higher Education (2008): 137.
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