Provide the opportunity for multi-process learning offering a range of interactive modes including audio, chat, text, desktop sharing, presentations, and Web conferencing ( Seddon, Postlethwaite, James & Mulryne, 2012 ).
Published in Chapter:
Technology and Design for Inclusion: The Impact of Universal Design
Mary Lou Duffy (Florida Atlantic University, USA) and Valerie C. Bryan (Florida Atlantic University, USA)
Copyright: © 2014
|Pages: 18
DOI: 10.4018/978-1-4666-6046-5.ch004
Abstract
The inclusion of individuals with disabilities in concept and practice is not new to education. However, the attainment of inclusion has been a struggle in most Western countries since the 1980s. The application of Universal Design for Learning (UDL) to classroom practices has the promise of making the goal of inclusion more attainable. In this chapter, the authors outline a definition of inclusion as a foundation for the need for Universal Design. Then a description of the important principles of UDL is described, with attention to the research that supports its use and application. Lastly, the authors describe the technology trends that, along with UDL principles, have the greatest impact on education in K-12 classrooms, higher education, virtual settings, and in community settings with adults and seniors.