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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. (Contains 1 figure and 4 tables.)

Concepts from universal design in architecture are applied to development of educational curricula and materials that include supports for access for a range of students including those with disabilities. This article traces the development of Universal Design for Learning (UDL) and describes a project that developed both a model digital U.S. history textbook incorporating UDL features and publisher guidelines. (Contains references.) (Author/DB)