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Exploring universal design for learning as an accessibility tool in higher education: a review of the current literature

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Abstract

The number of students with disability enrolled in tertiary education has increased significantly in the last decade. This has prompted a move to make learning and teaching more accessible to all students. Universal Design for Learning, or UDL, can be used as a framework to guide tertiary educators in the planning and delivery of their courses. The effective implementation of UDL allows all students to access course materials, removing the need for some of them to actively seek support and disclose their disabilities. A rapid review was conducted to locate both theory and evidence to support the use of UDL at the tertiary level, as well as to seek guidance for its effective implementation. A total of 52 articles were included in the study and annotation was used for data extraction. Results indicated that UDL is well supported by theory, and studies revealed high satisfaction rates for UDL for both students and instructors. Implications for practice are suggested. As the current study was conducted at a university in Australia, the current research (which is largely from the United States) has been examined with the Australian university context in mind.

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Authors and Affiliations

  1. Disability Innovation Institute, UNSW Sydney, Sydney, Australia

    Therese M. Cumming

  2. UNSW Sydney, Sydney, Australia

    Megan C. Rose

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Cumming, T.M., Rose, M.C. Exploring universal design for learning as an accessibility tool in higher education: a review of the current literature. Aust. Educ. Res. 49, 1025–1043 (2022). https://doi.org/10.1007/s13384-021-00471-7

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