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Recognizing Diverse Learner Needs in Digital Environments
Accessibility within learning, inclusion, and design means that the instructor identifies and recognizes a learner’s potential barriers and puts forth actionable strategies that address these barriers. With these programs, services and tools in place, people with disabilities are supported in a way that meets their needs and promotes equitable participation (Solovieva & Bock, 2014). Addressing the needs of a diverse learning community allows for an inclusive digital learning environment where everyone’s voice can be heard and valued in which they can both contribute and access educational content in ways that suit their preferences (Andersen, 2024). By offering diverse perspectives and strategies to ensure that all learners can engage, feel represented, and express themselves in their own way, the learning environment would be more meaningful and promote growth in self-learning (Jimerson et al., 2024). Likewise, by creating an environment where the user both nourishes and cultivates the content, accessing and engaging educational content can be turned into a strategic and more meaningful learning experience.
UDL Framework for Access and Engagement
Moreover, integrating the Universal Design for Learning (UDL) as a framework for inclusivity means that it can further support access and inclusion in digital learning environments. It reduced barriers where “offering multiple means of representation, expression, and engagement” can improve access and allow for a flexibility compared to traditional classrooms and online (Ismailov & Chiu, 2022). Digital tools allow for others to access a variety of mediums for learners to engage with the material in their own preferred way whether that’s through multimedia, assistive supports, or flexible assessments.
Additionally, Garrad & Nolan (2023) found that, during their implementation of the fully asynchronous UDL course (see Figure 1 on right), students demonstrated higher engagement and lower dropout rates over time. The rising amount of content downloads meant that diverse learner’s needs were being met and reused more frequently. By including more UDL principles into making digital courses more inclusive, educators can make learning more accessible and engaging for all students.
Figure 1. Monthly downloads of UDL‑designed online course materials from August to July (adapted from Student Success Journal). Note. Data retrieved from “Implementing UDL in Fully Asynchronous Pre‑Service Teacher Education”
Overall, implementing accessible and inclusive design practices in UDL principles promotes a strong and engaging digital learning environment where all students can participate meaningfully and succeed.
References
Andersen, N., (2024). Enhancing Inclusion, Diversity, Equity and Accessibility (IDEA) in Open Textbook Publishing: The Development of a Guide. Open Praxis, 16(4), 677–686.
Garrad, T. A., & Nolan, H. (2023). Rethinking higher education unit design: Embedding universal design for learning in online studies. Student Success, 14(1), 1-8. https://doi.org/10.5204/ssj.2300
Ismailov, M., & Chiu, T. K. F. (2022). Catering to Inclusion and Diversity With Universal Design for Learning in Asynchronous Online Education: A Self-Determination Theory Perspective. Frontiers in psychology, 13, 819884. https://doi.org/10.3389/fpsyg.2022.819884
Jimerson, S. R., Allen, J. P., Arora, P., Blake, J. J., Canivez, G. L., Chambers, C., … & Yang, C. (2024). Advancing diversity, equity, and inclusion in school psychology science and scholarship: Changing training and practice in the field of school psychology. Canadian Journal of School Psychology, 39(4), 338-356. https://doi.org/10.1177/08295735241266746
Solovieva, T. I., & Bock, J. M. (2014). Monitoring for Accessibility and University Websites: Meeting the Needs of People with Disabilities. Journal of Postsecondary Education and Disability, 27(2), 113–127.