Students with Attention-Deficit/Hyperactivity Disorder (ADHD) in higher education have unique learning needs related to self-regulation and executive function. Universal Design for Learning (UDL) strategies help faculty members create educational experiences accessible to diverse learners through three main design principles: multiple means of engagement, action and expression, and representation (CAST, 2018). In this study, we examined how faculty members at a large university in the Southwestern U.S. used UDL-aligned strategies to support students, particularly those with ADHD. We focused on the UDL principle of multiple means of engagement. Specifically, we explored student perceptions of faculty members’ implementation of UDL's principle of multiple means of engagement and the benefit of using these strategies. We examined the relation between reported use of UDL strategies and their perceived benefit to students’ academic success. Survey results showed no statistically significant difference between the perceptions of students who identified with having ADHD and other students. Findings suggest students believe that UDL strategies are beneficial to their learning success, regardless of disability status. Results of the study may help faculty members better understand student needs and increase student academic benefit within a higher education environment.
Jamieson et al. (Sat,) studied this question.