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Universal Design for Learning (UDL) has been shown to have benefits for students with disabilities. However, little is known about its potential to support literacy for students with intellectual and developmental disabilities (IDD). This qualitative study explored (a) to what extent students with IDD are able to use Udio, an online UDL literacy environment; and (b) how students with IDD experienced and perceived Udio. A grounded theory approach was used to analyze classroom observations, as well as teacher and student interviews. Electronic usage logs and student-produced discussions and projects were analyzed descriptively. Students independently navigated the environment and used embedded supports, including audio-assisted reading and sentence starters. In addition, findings indicate that age-relevant content, choice, and opportunities to socialize in online discussions were especially engaging for students. Further research is warranted to determine how UDL environments affect the literacy development of students with IDD. [ABSTRACT FROM AUTHOR]

Literacy instruction for students with significant intellectual disabilities traditionally emphasizes isolated skills instruction focusing on sight words and basic vocabulary. Recent research suggests these students benefit from high-quality instruction that includes comprehension and storybook reading. This study examined the effect of a technology-based universal design for learning (UDL) approach to literacy instruction, Literacy by Design (LBD), on the reading achievement of 16 students with significant intellectual disabilities in Grades K–2. The LBD approach emphasizes reading for meaning, combining UDL-scaffolded e-books and letter and word recognition software. Nine teachers received training in research-based literacy practices. Of these, five received LBD training and implemented it four to five times weekly. Controlling for initial reading achievement, the LBD group made significantly greater gains on the Woodcock–Johnson Test of Achievement III Passage Comprehension subtest. Implications for research and practice in beginning reading instruction for children with significant intellectual disabilities are discussed. [ABSTRACT FROM PUBLISHER]

ABSTRACT In a few short years, Universal Design revolutionized access to public spaces with a simple message: Consider the needs of all potential users from the beginning. Universal Design for Learning (UDL) promises another revolution--this time in the development of educational curricula and materials that include potent supports for access and learning from the start, rendering them effective for a far wider range of students than traditional materials, This article traces the development of UDL from its origins in the field of architecture and CAST Inc.'s early work, and then it describes a project that developed both a model digital U.S. history textbook incorporating UDL features and publisher guidelines that facilitate the creation of digital textbooks to support the access and learning needs of the broadest possible range of users, including students with disabilities. [ABSTRACT FROM AUTHOR]