DescriptionThis panel will discuss the needs and satisfaction of computer science students with disabilities (SWD) wth courses, and share insights, best practices, and experience of using Universal Design of Learning (UDL)-based approaches to provide inclusive accessible computer science content. We will discuss examples of the "tyranny-of-the-majority" where the needs of a subset of students are ignored or unheard, and how educators can address this barrier to inclusive education. SWDs face additional challenges when digital content is inaccessible or difficult to use. Empirical evidence of UDL's benefits to computer science education is limited. Members of this panel have employed UDL in their courses and conducted a large-scale survey and follow-up interviews in understanding the needs of SWD and the use of UDL approach for computer science education. This research includes understanding learning needs of students via surveying usability and satisfaction of ten types of course modalities including online lectures, recordings of lectures, labs, instructor notes, lecture transcripts, discussion boards. Statistical analyses of CS and other engineering courses’ outcomes and student interviews found all students in a course benefited from multiple modalities of content delivery in online learning, but also statistically signficant differences between SWD and students without disailities e.g., searchable captioned videos (Wilcoxon test: p<0.05) (ASEE 21). We will present survey and interview research results that support the adoption of a UDL approach to course design and delivery, including searchable transcriptions, and suggest first steps for educators interested in adopting UDL.