Universal Design for Learning and Instruction: Effective Strategies for Inclusive Higher Education

Abstract

Guaranteeing inclusive, high-quality education for all requires comprehensive changes to the curriculum so that, instead of creating or perpetuating barriers, these barriers are eliminated. Universal Design for Learning (UDL) and Universal Design for Instruction (UDI) emerge as teaching strategies that encourage inclusion in education. This study presents the implementation of both models within the higher education framework, applying them to the Spanish Sign Language and Deaf Communities degree that is studied by a large number of deaf students. For this purpose, a descriptive study is presented with a quantitative methodological approach using a survey as an instrument. Four dimensions were established for designing the curriculum: course materials, teaching strategies, synchronous course management, and asynchronous. After student assessment, the results revealed their high level of satisfaction and the importance these teaching strategies had for their motivation, comprehension, and learning of the relevant competencies. There was also recognition of the importance of blended teaching methods for active learning as a vehicle for increasing student involvement and participation. This study concludes that it is necessary to continue progressing in the practical implementation of teaching models based on Universal Design, which also supports course management.

Assessing Teachers’ Practices in Providing Inclusive Online Education: Development and Validation of an Instrument Based on Inclusive Practices among Teachers in Malaysia

“…UDL can be an appropriate framework for helping teachers overcome this problem. UDL is a framework that utilises research findings about human learning to enhance and optimise teaching and learning for all individuals [18,28]. The guidelines highlight multiple means of engagement, representation, action, and expression, which can contribute to meeting diversity in a class.…”

“…Previous studies have shown success in incorporating UDL guidelines to ensure the education delivered is inclusive [28]. Espada-Chavarria and González-Montesino's [28] study investigated whether teaching strategies in line with UDL could contribute to learner motivation.…”

“…Previous studies have shown success in incorporating UDL guidelines to ensure the education delivered is inclusive [28]. Espada-Chavarria and González-Montesino's [28] study investigated whether teaching strategies in line with UDL could contribute to learner motivation. Their results showed that UDL guidelines highlighting multiple means of engagement, representation, action, and expression were correctly implemented in their teaching strategies and could contribute to students feeling included and welcomed in their learning environment, and hence more motivated as well.…”

Inclusion at Ukrainian universities: a view from the inside

“…The policy of guaranteeing the availability of education based on diversity, justice and inclusiveness was also re ected in higher education. Some scienti c publications highlight speci c proposals for the introduction and implementation of inclusive education in HEIs [10,11]; methodological aspects of building an inclusive HEI environment based on the principles of universal design [12,13,14]; focusing on the role of management and teachers in creating an inclusive environment in HEIs [15,16]; and on increasing the level of professional competence of future teachers to work with representatives of vulnerable groups, and effective ways of professional training [17,18,19].…”

Blended Learning with Mobile Learning Tools in Financial Curricula: Challenges, Opportunities, and Implications for Student Engagement and Achievement

“…Although financial curricula currently focus on theory-based classes, teachers could prepare activities to discuss upcoming financial issues to guide students in applying practical financial knowledge, especially as dealing with fast-changing circumstances becomes ever-more critical. Though many studies have already shown that a breakthrough teaching strategy can help students develop higher professional competence and literacy (Betty et al, 2014;Bristol, 2014;Chiou et al, 2015;Espada-Chavarria et al, 2023; http://ijlter.org/index.php/ijlter Hou, 2023;Huang, 2017;Keller et al, 2023;Sosa Díaz et al, 2021;Zachos et al, 2018;Agarwal, 2020;, this study will focus particularly on blended learning, which combines traditional classes with mobile learning, to achieve the teaching goals of competence in Finance education.…”