Institutions of higher education are experiencing major shifts in pedagogy with teaching approaches that focus on student centered learning and increased access for learners who face challenges due to social, economic and cultural pressures. The traditional lecture based, face-to-face classroom is not as viable in light of information technology and learning tools offered by online instruction. More learners are participating in expanded learning communities unrestricted by geographical location and time restraints with more flexible access to content anytime and anywhere.

The demographic composition of the college student population is shifting in response to economic, social, educational, health and political changes in the United States. In addition to students with disabilities, English language learners, and ethnic and racial minorities, other forms of diversity need to be considered in the classroom including gender, class, age, employment status, race and culture and family and work related responsibilities. Meeting the needs of these students is critical to insuring they have equitable access and opportunities to participate in higher education.

With the advent of the worldwide web and information technology and multimedia tools, online learning offers great potential for reaching increasing numbers of learners. It is estimated that by 2014, 22 million students will be enrolled in online courses, compared to 12 million students in 2009 (Adkins, 2011). The U.S. Department of Education (2011a) reports that over 22% of undergraduate and graduate students in 2007-08 enrolled in distance education courses, while 9% completed an entire graduate degree through distance education. College students find online learning more popular and actively seek online programs. As a result, the growth of online enrollment in higher education is actually 10 times higher than traditional face to face course enrollment (Allen and Seaman, 2010).

Distance education courses that employ live or interactive audio or video conferencing, webcasts, discussion forums, videos, or internet, computer based management systems offer student opportunities for synchronous and asynchronous learning tailored to their needs. In addition online learning models allow users to participate at their convenience. Instructional experiences for students in distance education courses offers more control over the nature of content knowledge and level of interaction with peers, teachers and digital resources. Instructional technologies used in online instruction support traditional models of expository instruction as well as active and interactive learning (U.S. Department of Education, 2010b)

An overwhelming number of individuals access the internet daily to build communities without geographic or place-based restrictions, however students with disabilities or those with limited financial resources have less access to Internet resources (KirkHart and Lau, 2007). Even with access internet based applications have created barriers as a result of web-based design embedded media. Adaptable technology can increase access and flexibility in the digital campus community (Slatin, 2002). Online instruction offers students a unique opportunity to secure physical and intellectual access to a rich digital learning environment in higher education. Rowland, Mariger, Siegel and Whiting (2010) expand the notion of universal design for digital environments which includes electronic services - web pages, electronic materials, media, publications, simulations, games, social networking and online environments. Engagement in higher education and academic life is shaped by sharing and receiving information, learning, teaching, collaborating with others.

Designing and delivering instruction to diverse learners requires faculty to understand learning needs of their students before they design an accessible, flexible learning environment. Universal design offers higher education faculty and curriculum designers with a model that promotes access, and participation to 21^st century digital learning environments. Before we examine universal design and various models of effective practice, it is important to understand the legislative basis for providing access and examine selected populations of diverse learners in higher education.

Universal design for education was first defined in the Assistive Technology Act of 1998 as “a concept or philosophy for designing and delivering products or services that are usable by people with the widest possible range of functional capabilities, which includes products and services that are directly accessible (without requiring assistive technologies) and products and services that are interoperable with assistive technologies” (29 U.S.C 3002, 20 U.S. C 1401[35]). The 1998 Assistive Technology Act (ATA) gave impetus to the creation of universally designed curriculum and the development of assistive technologies and services which were mandated in the 2004 Individuals with Disabilities Education Improvement Act (IDEIA). THE IDEIA adopted the same definition as ATA but promoted inclusion of students with disabilities in general education. The IDEIA not only focused on creating accessible curriculum in general education but provided funding to “use technology, including technology with universal design principles and assistive technology devices to maximize accessibility to the general education curriculum for children with disabilities (20 U.S.C. 1412[a][16][E]).

The Higher Education Opportunity Act (HEOA) of 2004 provided a definition of UDL extending the notion of meeting the needs of the widest range of students to include English language learners as well as students with disabilities. This definition provides guidance to faculty and instructional designers in institutions of higher education as they implement UDL in all courses. “Universal Design for Learning (UDL) means a scientifically valid framework for guiding educational practice that — (A) provides flexibility in the ways information is presented, in the ways students respond or demonstrate knowledge and skills, and in the ways students are engaged; and (B) reduces barriers in instruction, provides appropriate accommodations, supports, and challenges, and maintains high achievement expectations for all students, including students with disabilities and students who are limited English proficient.” [HEOA, P.L. 110-315, §103(a) (24)].

The Americans with Disabilities Act of 1990 (ADA), a civil rights law for persons with disabilities, promotes equal access and opportunity to participate, live and work independently in their communities. The mandates under ADA prohibit discrimination on the basis of disability in employment, public services, public accommodations and telecommunications. Individuals must receive reasonable accommodations based on their abilities and employers must meet design and accessibility guidelines in public spaces, buildings, transportation and facilities, employment practices. Accessibility to an education is guaranteed as individuals are provided with accommodations to fully participate and benefit from instruction (P.L. 101-336,104 Stat.328,42 U.S.C §12101 et seq.). In the 1998 amendments to Section 508 of the Rehabilitation Act of added requirements that provided electronic and information technology be accessible to individuals with disabilities in federal government which as extended to state entities in 1999 and assured by the ATA of 1998. Section 508 web access standards (World Wide Web Consortium – W3C) are available to help users evaluate their websites (Edmonds, 2006). The Telecommunication Act of 1996, Section 255 mandates telecommunications equipment and services including cell phones and plans offer accessibility features.

These pieces of legislation designed to provide electronic and information technology accessible to persons with disabilities have laid the groundwork for creating an inclusive learning and living community for all learners. Many of the effective practices designed for teaching individuals with disabilities can be expanded to provide access to students who represent diverse life circumstances. For the purposes of this chapter, we will examine diversity by focusing on understanding challenges faced by students with disabilities, students from racial and ethnic minorities and international students. While this discussion is limited to these populations, the reader will recognize applications across other diverse student groups.

One of the promising practices in higher education is the use of the Universal Design Framework in planning and delivery of instruction. The report, Transforming American Education: Learning Powered by Technology (U.S. Department of Education, 2010) recommends that educators use design principles and technology tools that reflect research in neuroscience, cognitive science, education and social science regarding types of learning - factual and procedural knowledge and motivation and engagement. This framework for instructional design considers the environment and the learner including ALL students regardless of challenges due to disability, ethnicity, culture, age, class, gender or other life circumstances. The concept of universal design is rooted in the field of architecture as products and environments intended to be usable by all people, to the greatest extent possible, and without adaptation or specialized design (Center on Universal Design, 1997; Universal Design Alliance, 2010). The principles of universal design for the built environment laid the foundation for universal design approaches in education. Researchers developed universal design models focusing on instructional practices for learners. There are actually two lines of research that focus on either learning or instruction. The Center for Applied Special Technology (CAST) extended this concept to the learning environment in K-12 education and promoted it as Universal Design for Learning (UDL) (Rose and Meyer, 2002) , while McGuire, Scott and Shaw (2004) developed Universal Design for Instruction (UDI) for postsecondary education. The UDL principles in K-12 education focus on the design of instructional materials and methods that offer flexibility to meet individual needs of a wide range of learners. UDI expands upon the architectural principles and offers applications in higher education related to design of the learning environment. Both concepts will be discussed and applications for online courses described.

All learners possess functional strengths and limitations that determine how they acquire information and demonstrate content mastery (Meyer and Rose, 2005). This model focuses on the strengths and needs of the individual engaged in learning and how they process content through recognition, strategic and affective networks. Neuroscience is providing opportunities to examine brain activity during the learning process. Researchers report that these learning networks are interconnected and each individual possesses different characteristics and skills that can be used to design learning experiences. The cognitive processing model is complex and involves multiple modalities, working in parallel structures along a continuum of abilities. UDL is a functional approach to learning based on Vygotsky’s learning theory (1962/96). Recognition networks help learners to process information by assigning meaning to patterns, and to understanding and identifying ideas and concepts. Strategic networks enable executive functioning skills of planning, implementing, monitoring and adjusting actions in the learning environment. Finally, affective networks assign emotional significance and importance of actions or objects in connection to the world (Rose and Meyer, 2002). This network is most significant for diverse learners who bring emotional experiences related to challenges due to culture, self perception, family support, financial considerations and responsibilities, language, and perceived abilities and disabilities. Each student brings a series of skills, preferences and needs across these three networks which can assist educators in considering appropriate curriculum materials and instructional methods.

The basic premise of universal design for learning is the creation of a flexible curriculum through varied methods and materials that enhance learning for ALL students. The Universal Design for Learning (UDL) model contains three curriculum based principles. The first principle, multiple methods of presentation, supports learners who have preferred modes of acquiring factual knowledge. It is critical that student build usable knowledge from a variety information sources. For example, students may comprehend by reading, listening, participating in hands-on demonstrations or simulations or using manipulatives. The second principle, flexible methods of expression, recognizes that students use a variety of procedural strategies to acquire knowledge. As student encounter the learning process they enact content related and learning related strategies. As students process information they use a variety of learning skills or techniques to interact with content. The third principle, flexible methods of engagement, relates to individual levels of motivation and involvement in learning. Students are more willing to learn if they are interested in the topic. These vary according to student background experiences, skills levels and interest in the content. Students may demonstrate what content they have learned through visual, written, oral, or modeling modes (Rose and Meyer, 2002; Rose, Harbour, Johnston, Daley and Abarbanell, 2006).

Universal design for learning offers educators with a curriculum model that aligns learner networks - recognition, strategic and affective, and principles - flexible presentation, representation and engagement to increase the potential for increased access to learning in a digital environment. Scheer, Terry, Doolittle and Hicks (2004) in a synthesis of strategies for effective distance education reported instructional design principles which includes a) assess learner goals and instructional contexts, b) align clearly defined instructional objectives with learning outcomes, c) select media and materials appropriate to learner outcomes, d) provide opportunities for practice, feedback and interaction, e) design evaluation and assessment to address outcomes. Consideration of online course design involves decisions regarding goals and objectives, learning materials and methods and evaluation. Specific examples of UDL course design that align principles with student networks are provided in the next section.

Other web resources are available that offer faculty with additional strategies and ideas related to implementing universal design principles. The follow websites are offered as a beginning point to explore universal design in more depth.

Online learning affords students who face challenges in the traditional classroom with an opportunity to control and personalize learning activities. By directing their own learning students are provided with continuous and lifelong access to furthering their education. Furthermore, it allows students to bridge the informal, community based settings and formal educational settings and bring their unique learning preferences and strengths as they acquire, process and demonstrate content knowledge if universal design principles are integrated into curriculum methods, learning materials and assessments.

Access to technology is critical to insure full participation in our global society as well as access to employment, communication, social networks and community living. Universal design acknowledges diversity of learners and how they learn, and use flexible, innovative curricular approaches. Universal design challenges higher education faculty and instructional designers to re-examine their own practices and focus on a more inclusive curriculum (Jehangir, 2003).