Burgstahler, Sheryl. (2002). Universal Design of Distance Learning. Information Technology and Disabilities Journal 8 (1). Retrieved on May 7, 2007, from http://www.rit.edu/%7Eeasi/itd/itdv08n1/burgstah.htm.

Summary
This article provides a basic overview of how universal design principles can be applied to a distance learning environment. As more modes of delivery are utilized in a single course, it becomes more important to think about accessibility issues for both students and instructors. The author points out that instructors have not only a moral responsibility to see that everyone can access the course, but a legal one under the Americans with Disabilities Act. There are several access barriers to consider, including blindness and visual impairments; specific learning disabilities; mobility, hearing, or speech impairments; and seizure disorders. All of these conditions can affect how students are able to access online classes.
Planning for these issues before beginning a course is much easier than trying to accommodate them as the course goes along. For example, In terms of Internet communication, students may not be able to participate in real-time chat conversations because of the speed of communication involved. Therefore, instructors can choose other discussion methods like email, bulletin boards, or listserv distribution lists. Web page access can be made possible for students who have a visual impairment by creating a text alternative or by allowing students access to a text-only browser. Instructors should also test to see if the functions of a Web site can be accessed using only the keyboard. Video content should have real time captioning or, in the case of video conferencing, a sign language interpreter. Telephone conferencing presents enough issues that alternative communication avenue (like email or a chat room) may work better.
Although the principles of universal design that are discussed in the article are focused on students with disabilities, they can also make the course more accessible for those without disabilities, and so they benefit everyone.

Response
This was a good basic overview of how the principles of universal design can be applied to online courses. It brought up issues that I know I wouldn't have thought of, and made me realize how important it would be to try to address as many of those things as possible before
beginning a class so that considerations can really be taken and options put into place. Too often we don't address these things until the issue is upon us (in the form of a student in the class who can't access the content in a "standard" way), and then we scramble to make the accommodations that we can at that point. This certainly isn't in the best interest of the student, and with more articles or checklists out there like this one, it makes it easier to remind ourselves to look for ways to accommodate all students before we even begin.