Universal Design for Learning as a Tool for Inclusion in the Higher Education Classroom: Tips for the Next Decade of Implementation

Frederic Fovet

doi:doi:10.11648/j.edu.20200906.13

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Universal Design for Learning as a Tool for Inclusion in the Higher Education Classroom: Tips for the Next Decade of Implementation

Frederic Fovet

Published in Education Journal (Volume 9, Issue 6)

Received: 8 August 2020 Accepted: 15 October 2020 Published: 8 December 2020

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Abstract

Universal Design for Learning (UDL) has gained significant momentum in Higher Education (HE) over the last decade in North America. It offers considerable potential to achieve the inclusion of diverse students in the HE classroom. It is a unique approach, first because it shifts the instructor mindset away from medical model practices, and second because it allows the development of inclusive practices that address the needs of the full spectrum of diverse learners. As a result of this growing interest, there have been implementation efforts within a wide range of disciplines and settings in post-secondary education. The time has come, however, to identify the challenges that remain, to seek appropriate solutions, and to develop strategic direction to shape UDL adoption for the next decade. This paper draws on phenomenological data collected by the author on his own practice through a process of auto-ethnography. This data emerges from three dimensions of the author’s practice: his past role as manager of an accessibility unit, as well as his current role as UDL consultant within HE, and faculty member exploring UDL in his own teaching. The chapter identifies remaining challenges, explores solutions, and frames a vision for what UDL development might look like in HE over the next decade.

Published in	Education Journal (Volume 9, Issue 6) This article belongs to the Special Issue Effective Teaching Practices for Addressing Diverse Students’ Needs for Academic Success in Universities
DOI	10.11648/j.edu.20200906.13
Page(s)	163-172
Creative Commons	This is an Open Access article, distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution and reproduction in any medium or format, provided the original work is properly cited.
Copyright	Copyright © The Author(s), 2024. Published by Science Publishing Group

Keywords

Universal Design for Learning, Inclusion, Higher Education, Accessibility Services, Teaching and Learning, Diverse Learners

References

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Frederic Fovet. (2020). Universal Design for Learning as a Tool for Inclusion in the Higher Education Classroom: Tips for the Next Decade of Implementation. Education Journal, 9(6), 163-172. https://doi.org/10.11648/j.edu.20200906.13

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Frederic Fovet. Universal Design for Learning as a Tool for Inclusion in the Higher Education Classroom: Tips for the Next Decade of Implementation. Educ. J. 2020, 9(6), 163-172. doi: 10.11648/j.edu.20200906.13

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Frederic Fovet. Universal Design for Learning as a Tool for Inclusion in the Higher Education Classroom: Tips for the Next Decade of Implementation. Educ J. 2020;9(6):163-172. doi: 10.11648/j.edu.20200906.13

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@article{10.11648/j.edu.20200906.13,
  author = {Frederic Fovet},
  title = {Universal Design for Learning as a Tool for Inclusion in the Higher Education Classroom: Tips for the Next Decade of Implementation},
  journal = {Education Journal},
  volume = {9},
  number = {6},
  pages = {163-172},
  doi = {10.11648/j.edu.20200906.13},
  url = {https://doi.org/10.11648/j.edu.20200906.13},
  eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.edu.20200906.13},
  abstract = {Universal Design for Learning (UDL) has gained significant momentum in Higher Education (HE) over the last decade in North America. It offers considerable potential to achieve the inclusion of diverse students in the HE classroom. It is a unique approach, first because it shifts the instructor mindset away from medical model practices, and second because it allows the development of inclusive practices that address the needs of the full spectrum of diverse learners. As a result of this growing interest, there have been implementation efforts within a wide range of disciplines and settings in post-secondary education. The time has come, however, to identify the challenges that remain, to seek appropriate solutions, and to develop strategic direction to shape UDL adoption for the next decade. This paper draws on phenomenological data collected by the author on his own practice through a process of auto-ethnography. This data emerges from three dimensions of the author’s practice: his past role as manager of an accessibility unit, as well as his current role as UDL consultant within HE, and faculty member exploring UDL in his own teaching. The chapter identifies remaining challenges, explores solutions, and frames a vision for what UDL development might look like in HE over the next decade.},
 year = {2020}
}

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TY  - JOUR
T1  - Universal Design for Learning as a Tool for Inclusion in the Higher Education Classroom: Tips for the Next Decade of Implementation
AU  - Frederic Fovet
Y1  - 2020/12/08
PY  - 2020
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AB  - Universal Design for Learning (UDL) has gained significant momentum in Higher Education (HE) over the last decade in North America. It offers considerable potential to achieve the inclusion of diverse students in the HE classroom. It is a unique approach, first because it shifts the instructor mindset away from medical model practices, and second because it allows the development of inclusive practices that address the needs of the full spectrum of diverse learners. As a result of this growing interest, there have been implementation efforts within a wide range of disciplines and settings in post-secondary education. The time has come, however, to identify the challenges that remain, to seek appropriate solutions, and to develop strategic direction to shape UDL adoption for the next decade. This paper draws on phenomenological data collected by the author on his own practice through a process of auto-ethnography. This data emerges from three dimensions of the author’s practice: his past role as manager of an accessibility unit, as well as his current role as UDL consultant within HE, and faculty member exploring UDL in his own teaching. The chapter identifies remaining challenges, explores solutions, and frames a vision for what UDL development might look like in HE over the next decade.
VL  - 9
IS  - 6
ER  -

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Frederic Fovet

School of Education and Technology, Royal Roads University, Victoria, Canada

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Frederic Fovet. (2020). Universal Design for Learning as a Tool for Inclusion in the Higher Education Classroom: Tips for the Next Decade of Implementation. Education Journal, 9(6), 163-172. https://doi.org/10.11648/j.edu.20200906.13

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Frederic Fovet. Universal Design for Learning as a Tool for Inclusion in the Higher Education Classroom: Tips for the Next Decade of Implementation. Educ. J. 2020, 9(6), 163-172. doi: 10.11648/j.edu.20200906.13

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Frederic Fovet. Universal Design for Learning as a Tool for Inclusion in the Higher Education Classroom: Tips for the Next Decade of Implementation. Educ J. 2020;9(6):163-172. doi: 10.11648/j.edu.20200906.13

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@article{10.11648/j.edu.20200906.13,
  author = {Frederic Fovet},
  title = {Universal Design for Learning as a Tool for Inclusion in the Higher Education Classroom: Tips for the Next Decade of Implementation},
  journal = {Education Journal},
  volume = {9},
  number = {6},
  pages = {163-172},
  doi = {10.11648/j.edu.20200906.13},
  url = {https://doi.org/10.11648/j.edu.20200906.13},
  eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.edu.20200906.13},
  abstract = {Universal Design for Learning (UDL) has gained significant momentum in Higher Education (HE) over the last decade in North America. It offers considerable potential to achieve the inclusion of diverse students in the HE classroom. It is a unique approach, first because it shifts the instructor mindset away from medical model practices, and second because it allows the development of inclusive practices that address the needs of the full spectrum of diverse learners. As a result of this growing interest, there have been implementation efforts within a wide range of disciplines and settings in post-secondary education. The time has come, however, to identify the challenges that remain, to seek appropriate solutions, and to develop strategic direction to shape UDL adoption for the next decade. This paper draws on phenomenological data collected by the author on his own practice through a process of auto-ethnography. This data emerges from three dimensions of the author’s practice: his past role as manager of an accessibility unit, as well as his current role as UDL consultant within HE, and faculty member exploring UDL in his own teaching. The chapter identifies remaining challenges, explores solutions, and frames a vision for what UDL development might look like in HE over the next decade.},
 year = {2020}
}

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TY  - JOUR
T1  - Universal Design for Learning as a Tool for Inclusion in the Higher Education Classroom: Tips for the Next Decade of Implementation
AU  - Frederic Fovet
Y1  - 2020/12/08
PY  - 2020
N1  - https://doi.org/10.11648/j.edu.20200906.13
DO  - 10.11648/j.edu.20200906.13
T2  - Education Journal
JF  - Education Journal
JO  - Education Journal
SP  - 163
EP  - 172
PB  - Science Publishing Group
SN  - 2327-2619
UR  - https://doi.org/10.11648/j.edu.20200906.13
AB  - Universal Design for Learning (UDL) has gained significant momentum in Higher Education (HE) over the last decade in North America. It offers considerable potential to achieve the inclusion of diverse students in the HE classroom. It is a unique approach, first because it shifts the instructor mindset away from medical model practices, and second because it allows the development of inclusive practices that address the needs of the full spectrum of diverse learners. As a result of this growing interest, there have been implementation efforts within a wide range of disciplines and settings in post-secondary education. The time has come, however, to identify the challenges that remain, to seek appropriate solutions, and to develop strategic direction to shape UDL adoption for the next decade. This paper draws on phenomenological data collected by the author on his own practice through a process of auto-ethnography. This data emerges from three dimensions of the author’s practice: his past role as manager of an accessibility unit, as well as his current role as UDL consultant within HE, and faculty member exploring UDL in his own teaching. The chapter identifies remaining challenges, explores solutions, and frames a vision for what UDL development might look like in HE over the next decade.
VL  - 9
IS  - 6
ER  -

Copy | Download