The what, why, and how of Universal Design for Learning in higher education post-2020.
This book delves into the underpinning principles of Universal Design for Learning (UDL) which is all about delivering an inclusive teaching and learning experience from the start rather than adapting existing programmes to new student needs.
As part of the Critical Practice in Higher Education series, this book focuses on the principles of UDL and how they should underpin thinking in embedding inclusive practice. When the Covid-19 lockdown was in full force, university staff were attempting to move learning rapidly online and this involved embedding inclusive practice at speed. This included considering curriculum this momentum which pushed aspects of the UDL agenda along out of necessity.
Ultimately, this book translates the principle of UDL into research-informed inclusive practice. It focuses on theory and research which looks at UDL intersectionally and from the perspectives of various marginalised groups including, but not limited to, categories protected by the Equality Act 2010. Readers are continually tasked to ask themselves whether their practice is inclusive, to consider why inclusion is important and relate this thinking to notions of social justice in higher education. It provides a critically reflective space where readers are invited to consider a more nuanced understanding of teaching and learning which celebrates and accommodates diversity.
Introduction
1. Embedding UDL with disabled students
2.
lang=en-US>Implementing UDL policies and procedures
3. UDL: Different
learners, different places, different circumstances
4. lang=en-US>Practical
concerns of minority ethnic students: student voice and the awards gap
5.
lang=en-US>Effective and culturally sensitive online teaching and learning
6.
Consciousness raising: Collective responsibility and strategic thinking for
UDL in Higher Education
7. Overarching themes and future directions
Nicola Martin has worked in education since 1982 and in universities since 1993. As Professor of Social Justice and Inclusive Education at London South Bank University, she conducted research into embedding inclusive practice into all aspects of student experience under the UDL umbrella.
Mike Wray is a lecturer at the University of York. He has a background delivering and managing services in the public sector to support disabled people, before moving into higher education initially as manager of the disability service at the University of the West of England.
Joanna Krupa is currently a PhD student in education at London South Bank University. Her PhD includes aspects of UDL in exploring how parents and teachers of autistic pupils can bring together their respective knowledge and experiences to contribute to a more inclusive school environment.
