Universally Accessible Instruction: Oxymoron or Opportunity?.

Abstract

The movement to extend universal design from physical to instructional environments has escalated in the past two decades. Frameworks to guide the field of postsecondary education in its efforts to intentionally build accessibility features into college teaching and course materials include Universal Design in Education, Universal Design for Instruction, Universal Design for Learning, Universal Design of Instruction, and Universal Instructional Design. Implementation activities advanced in part by federal funding have generated numerous resources including journal articles, websites, professional development materials, and thematic conferences and training. Yet, impediments that must be addressed if practices are to expand and evolve in creative ways for diverse audiences in postsecondary settings include a dearth of empirical evidence about the efficacy of various approaches as well as confusion in terminology. This article includes a description of various frameworks, factors that have played a role in advancing the concept at the postsecondary level, resources associated with implementation efforts, and calls for collaborative action across administrative units to promote an inclusive campus culture through efforts to intentionally design and deliver accessible instruction.

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