Universal Design for Learning (UDL)
- Lynne N Kennette
- Nathan Andrew Wilson
Abstract
Universal design for learning (UDL) ensures that content is accessible to the largest audience by removing learning impediments (CAST, 2011). However, few scholars have surveyed students about how much UDL they encounter in their courses or how important they perceive these course modifications to be, especially in a post-secondary context. To this end, students at a Canadian college were surveyed. In a follow-up survey, faculty were also asked to report on how they thought their students perceived and valued their UDL usage. UDL perceived usage and perceived usefulness data were compared across both students and faculty and there was much agreement across the samples. Disagreements are discussed.
Keywords: universal design for learning, student perception, faculty perceptions, usage, usefulness
How to Cite:
Kennette, L. & Wilson, N., (2019) “Universal Design for Learning (UDL)”, Journal of Effective Teaching in Higher Education 2(1), 1-26. doi: https://doi.org/10.36021/jethe.v2i1.17.g7
Rights: Lynne N Kennette, Nathan Andrew Wilson
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