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Universal Access in the Information Society
Published in: Universal Access in the Information Society 1/2015

01-03-2015 | Long paper

Universal design for learning: enhancing achievement and employment of STEM students with disabilities

Authors: Margaretha Vreeburg Izzo, William M. Bauer

Published in: Universal Access in the Information Society | Issue 1/2015

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Abstract

This article defines universal design for learning (UDL) and presents examples of how universally designed technology hardware and software applications benefit students with disabilities who are majoring in science, technology, engineering, or mathematics (STEM) majors. When digital technologies are developed without incorporating accessible design features, persons with disabilities cannot access required information to interact with the information society. However, when accessible technology and instruction are provided using UDL principles, research indicates that many students benefit with increased achievement. Learning through universally designed and accessible technology is essential for students with disabilities who, without access, would not gain the skills needed to complete their degrees and access employment and a life of self-sufficiency. UDL strategies enhance learning for all students, including students with disabilities who are majoring in STEM, which are among the most rigorous academic disciplines, but also among the most financially rewarding careers.
previous article Usability test of 3Dconnexion 3D mice versus keyboard + mouse in Second Life undertaken by people with motor disabilities due to medullary lesions
next article Learning subtraction and addition through digital boards: a Down syndrome case

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Metadata
Title
Universal design for learning: enhancing achievement and employment of STEM students with disabilities
Authors
Margaretha Vreeburg Izzo
William M. Bauer
Publication date
01-03-2015
Publisher
Springer Berlin Heidelberg
Published in
Universal Access in the Information Society / Issue 1/2015
Print ISSN: 1615-5289
Electronic ISSN: 1615-5297
DOI
https://doi.org/10.1007/s10209-013-0332-1

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