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Kumar  \nUniversity of Manitoba  \nMaureen Wideman  \nUniversity of the Fraser Valley  \nAbstract  \nThis article presents a case study of a technology-enhanced face-to-face health sciences course in which the principles of Universal Design for Learning (UDL) were applied. Students were offered a variety of means of representation, engagement, and expression throughout the course, and were surveyed and interviewed at the end of the term to identify how the UDLinspired course attributes influenced their perceptions of course accessibility. Students responded very positively to the course design, and felt that the weaving of UDL throughout the course resulted in increased flexibility, social presence, reduced stress, and enhanced success. Overall, students felt more in control of their own learning process and empowered to make personal choices to best support their own learning. This course design also led to increased satisfaction from the perspective of the instructor and reduced the need for intervention by the campus disability services department.  \nRésumé  \nLe présent article propose l’étude de cas d’un cours individuel de sciences de la santé où l’apprentissage est amélioré par les technologies et dans lequel les principes de conception universelle de l’apprentissage étaient mis en pratique. On offrait ainsi aux étudiants une variété de moyens dereprésentation, d’engagement et d’expression tout au long du cours puis, à la fin du trimestre, ces mêmes étudiants étaient sondés et interviewés afin  \nCJHE / RCES Volume 44, No. 1, 2014  \nAccessible by Design / K. L. Kumar, M. Wideman 126  \nde déterminer comment les attributs de ce cours inspiré de la conception universelle de l’apprentissage avaient influencé leurs perceptions enversl’accessibilité au cours. Les étudiants ont répondu favorablement à la conception du cours et, pour eux, les entrecroisements de la conception universelle de l’apprentissage exposés tout au long du cours ont amélioré la flexibilité et la présence sociale, ont réduit le taux de stress et ont haussé letaux de réussite. Dans l’ensemble, les étudiants sentaient qu’ils contrôlaient mieux leur propre processus d’apprentissage et qu’ils étaient habilités à faire des choix personnels afin de mieux soutenir leur propre apprentissage. Cette conception de cours a également mené à une plus grande satisfaction du point de vue del’instructeur et a réduitle besoin en intervention par le département des services de soutien à l’invalidité du campus.  \nIntroduction  \nThe student body is becoming increasingly diverse in higher education. For example, students with disabilities are attending higher education in increasing numbers in Canada and the US (American Council on Education, 2005; Fichten, Jorgensen, Havel, & Barile, 2006; National Center for Education Statistics, 2011; National Council on Disability, 2003; U.S. Government Accountability Office, 2009). While enhanced diversity in the classroom may lead to an enriched learning environment as a result of a wide variety of student perspectives (American Association of University Professors, 2000), this also underscores the need for instruction to take into account diverse learning needs of the students. In order for a learning environment to be inclusive of the needs of all learners, the learning materials and an understanding of the learning materials must be accessible to all learners (Sapp, 2009). However, accessibility can be difficult to define and achieve because it is a somewhat subjective variable. This is because what is accessible to one student may not be accessible to another. To this end, application of the Universal Design framework to education holds much promise in helping educators design learning environments that are maximally","cbCaipye6d9mizty","https://ap.wps.com/l/cbCaipye6d9mizty","pdf",518465,23,"English","# Introduction\n# Universal Design and Education\n# Case Study: Accessible by Design\n## Students’ Perceptions of Accessibility","[{\"question\":\"What is the main focus of the article?\",\"answer\":\"The article examines how Universal Design for Learning (UDL) principles were applied in a technology-enhanced face-to-face health sciences course and how that design affected perceived accessibility.\"},{\"question\":\"How did the course apply UDL principles?\",\"answer\":\"Students were offered multiple means of representation, engagement, and expression throughout the course.\"},{\"question\":\"What outcomes did students report regarding accessibility?\",\"answer\":\"Students responded very positively, reporting increased flexibility, social presence, reduced stress, enhanced success, and a stronger sense of control over their own learning.\"}]","Accessible by Design - Applying UDL principles in a first year undergraduate course | PDF",1792083293,58]