PART Ⅰ
Chapter 1.
What is Universal Design for Learning? 15
Chapter 2.
Applying Universal Design Guidelines to Physical Education 23
Chapter 3.
Get Started Now: UDL 33 for Physical Education for Students with Disabilities
Chapter 4.
Assessment, UDL, and Various Methods of Expression 41
Chapter 5.
Applying UDL to Students with Severe and Multiple Disabilities 51
Chapter 6.
Learning Needs and Transition Planning 65
Chapter 7.
LIRSPE 77: Improving Universal Design in Physical Education
Chapter 8.
Practical Application of the Principles of Participation and Expression 93

PART Ⅱ
Chapter 9.
Elementary Physical Education Lesson Plan 105 Using Universal Design
Chapter 10.
Sports Activity Lesson Plan 129 Using Universal Design
Chapter 11.
161 Physical Education Lesson Plans Using Universal Design
Chapter 12.
Leisure Activity Lesson Plan Using Universal Design 187
Chapter 13.
Aquatic Exercise Lesson Plan 205 Using Universal Design


Appendix 225
Reference 227
Search 235
About the Author 239
People who helped 239
Translator's Note 240

There have been many long-standing concerns and attempts to ensure that students with disabilities can participate in physical education classes.
Efforts to improve the educational environment for integrated physical education in regular schools as well as physical education classes in special schools are still ongoing.

In the meantime, Korea has made various attempts to utilize the efforts of field experts beyond government-related tasks, such as developing physical education textbooks for special education curriculum and revising the curriculum (Ministry of Education), and revitalizing integrated sports through training of physical education teachers in general schools and support of textbook equipment (Ministry of Culture, Sports and Tourism).


The book we are introducing through this collaboration (Universal Design for Learning in Physical Education) does not use the direct term 'integrated physical education', but it is a book that presents ways to enable all students to smoothly participate in physical education classes through structuring the physical education environment and strengthening teacher capabilities by applying the concept of 'universal design' in physical education classes.
The translation, like the original, is largely composed of two parts. Part 1 (Chapters 1-8) explains the concept of universal design and covers its application, evaluation, and structuring in physical education classes. Part 2 (Chapters 9-13) presents various learning plans.
Even considering that the original book is set in the United States and thus may not be consistent with the Korean situation, the new approach to physical education for students with disabilities (structuring a successful integrated environment) introduced in the book has significant implications for the special education field in Korea.
All of us co-translators hope to contribute to the active participation of disabled students in physical education classes and their subsequent growth as members of society.


Finally, as I conclude my 32-year career as a professor, I am very pleased to be able to publish this booklet together with my dedicated students (Kang Moon-joo, Kim Kwon-il, Park Byeong-do, Lee Jae-won, and Jin Ju-yeon) thanks to their hard work and sincerity.
I would also like to express my gratitude to Rainbow Books CEO Min Seon-hong, who willingly allowed publication despite the difficult publishing environment, Team Leader Hong Cheong-mi, who worked tirelessly day and night on the editing, and Manager Han Chang-heon, who worked diligently on the cover design and table of contents.