摘要：This article encourages postsecondary educators to expand the scope of applications of universal design and universal instructional design by exploring how principles of UD and UID can be applied to other social identities, and specifically to gender identity and sexual orientation. There are many parallels that can be drawn between students who are excluded because of their disability and students who are marginalized on the basis of nonconforming gender identity or sexual orientation. It is important that faculty and staff understand intersectionality and interdependence among social identities and consider what steps they can take to apply UID principles in ways that consider multiple aspects of identity in order to provide inclusive educational experiences for all students. Scenarios for further discussion are provided.
