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Creating Universal Design Pedagogy for Disability Studies Courses: A Collaborative, Cross-Disciplinary Project Jay Dolmage, M.A., Kathleen Hutchinson, Ph.D., Cynthia Lewiecki-Wilson, Ph.D., Jean Lynch, Ph.D., Miami University, Oxford, Ohio Introduction University and college students come from a variety of ethnic and racial backgrounds. For some, English is not their first language. Most classes include many types of learning styles, including visual and auditory learners. Increasing numbers of students with disabilities are included in regular postsecondary education courses without support services. These disabilities include blindness, low vision, hearing loss, mobility impairments, learning disabilities and health impairments. While most instructors intend to accommodate learning styles, the modification and creation of pedagogy based on the principles of Universal Design for Learning allow for teaching strategies aimed at maximizing student usability and learning for all types of learners. Universal Design for Learning Universal design means the design of instructional materials and activities that allows the learning goals to be achievable by individuals with wide differences in their abilities to see, hear, speak, move, read, write, understand English, attend, organize, engage, and remember. Universal design for learning is achieved by means of flexible curricular materials and activities that provide alternatives for students with disparities in abilities and backgrounds. These alternatives should be built into the instructional design and operating systems of educational materials—they should not have to be added on later. Universal design is intended to be inclusive, not solely for students who have disabilities. A curriculum that incorporates universal design features should do more than accommodate physical, sensory, or cognitive disabilities; it should include students with differing abilities, cultural and linguistic backgrounds, and app