Faculty Perspectives on UDL: Exploring Bridges and Barriers for Broader Adoption in Higher Education

Abstract

Universal Design for Learning (UDL) strategies aim to reduce learning barriers in the classroom for all students and remove the need for students with disabilities to advocate on their own behalf. Leadership in Scholarship of Teaching and Learning has a role to play in advancing inclusive learning cultures in higher education. At the frontline of higher education delivery, faculty are best positioned to implement UDL practices. Initiatives to encourage broader implementation of UDL require an understanding of the barriers and opportunities in higher education. Published studies that investigate faculty understanding and implementation of UDL have been almost exclusively conducted in US institutions. Our study enriches the existing literature through a mixed methods approach with interviews and a faculty survey in a Canadian context. Themes revealed in our interviews were reinforced by survey findings. Many of the issues raised by faculty, including time and resource constraints, a lack of institutional support, and a lack of understanding are consistent with previous research done in the US, highlighting the systemic challenges for UDL implementation in higher education. To conclude, we explore the limits of a strictly bottom-up approach and contend, in line with recent studies, that top-down initiatives are also vital to encouraging broader implementation of UDL practices.

A Systematic Review of the Benefits and Challenges of Technologies for the Learning of University Students With Disabilities

“…In relation to faculty members, they are best placed to implement inclusive practices, although they require a thorough understanding of the barriers and opportunities present in the university (Hills et al, 2022). Studies such as González and Colmenero (2021) agree with the testimonies of faculty members in this systematic review, stating that they carry out inclusive educational processes.…”

“…Products and environments should be designed to be used by all, without the need for adaptation or specific design (Preiser & Smith, 2011). Universal Design for Learning (UDL) can contribute to a more accessible learning environment by planning subjects for all learners, and considering multiple forms of expression, representation and engagement (Hills et al, 2022).…”

Implementing universal design for learning in the library and across campus to promote more inclusive pedagogy

“…The adoption of the UDL framework can vary greatly among teachers and faculty members, resulting in different levels of complexity and implementation (Ok et al, 2016;Rao and Cook, 2021). Hills et al (2022) found that faculty members recommended enhancing knowledge of UDL and promoting UDL champions as two areas that could boost UDL implementation on campus. Cash et al (2021) emphasized the need for higher education institutions to create a supportive environment that recognizes the importance of implementing inclusive pedagogical techniques and provide relevant training to meet the evolving needs of diverse student learners.…”

Analysis of the Voices of Faculty Members Carrying out Inclusive Practices Using ICT

“…In Higher Education, from this model it is understood that, if a student with a disability cannot access the materials, the resources must be changed (Kumar & Widerman, 2014). UDL is a practical approach that encourages a change in subject design and teaching methods to provide learning opportunities that accommodate all students from the outset (Hills et al, 2022;Seale et al, 2020). This translates into providing multiple means of communication, engagement and expression (Hromalik et al, 2021;Williams et al, 2016).…”