Using Universal Design for Learning to Increase the Accessibilty of Tertiary Education

Most universities have support centers for students with disabilities, and the number of this population of students continues to grow. Although support centers provide students with necessary supports to be successful at university studies, they require students to self-disclose, which many are not willing to do. Universal Design for Learning (UDL) is a framework that enables instructors to plan their courses in a way that makes the material accessible to all students from the outset, without the need for modifications and acccommodations. UDL has traditionally been employed in primary and secondary school, but there is a growing body of evidence to support its use in tertiary education. This paper provides a definition of UDL, theoretical underpinnings, evidence to support its use in tertiary education, and implications for practice.