Providing insight into the background, theory and practical applications of Universal Design for Learning (UDL), Transforming Higher Education through Universal Design for Learning: An International Perspective examines and shares best practice in UDL implementation worldwide to provide strategies for strengthening student accessibility, engagement and learning outcomes through the development of flexible learning environments.
Drawing upon insightful, research-based contributions from educators and student service specialists in Australia, Belgium, Brazil, Canada, Ireland, Israel, Norway, South Africa, Spain, the UK and all across the USA, this book:
- considers diversity in the form of disability, minority ethnic groups, gender identities, first generation university students and varying socio-economic backgrounds;
- brings together key thinkers and actors in the field of UDL and expertly maps its practices to the higher educational domain;
- explores the multiple means of representation, expression and engagement that combine to create a successful UDL framework.
Each chapter not only provides a different perspective of how UDL has helped meet the needs of all students to ensure that education is accessible, culturally responsive and socially just, but also considers how this can then be implemented into higher education environments the world over. This book is a crucial read for those who want to make a positive difference in higher education provision and outcomes.
Table of Contents
Foreword; Introduction; Section 1: UDL and Strategic Leadership: A Whole University Approach to Inclusive Practice; Chapter 1: Universal Design for Learning – License to Learn: A process for mapping a Universal Design for Learning Process on to Campus learning; Chapter 2: From National Policy to University Practice: Developing an Inclusive Learning Environment within and beyond the United Kingdom; Chapter 3: Universal Design for Learning and Strategic Leadership: A Whole University Approach to Inclusive Practice; Section 2: Working in Partnership with Key Stakeholders to Engage All Students; Chapter 4: Transforming the Professor: Motivating University Students in Every Discipline Through Design; Chapter 5: The Transition to Higher Education: Applying University Design for Learning to Support Student Success; Chapter 6: Using Professional Learning Communities to Redesign Learning Environments in HEIs; Section 3: Facilitating Multiple Identities and Student Engagement; Chapter 7: Instructional Design with UDL: Addressing Learning Variability in College Courses; Chapter 8: UDL in Apprenticeships and Career Training Programs that Serve Youth with Untapped Talent; Chapter 9: Pedagogy of Seasons and UDL: The Multiple Temporalities of Learning Involving the University as a Whole; Chapter 10: Not Just Disability: Getting Traction for UDL Implementation with International Students; Section 4: Transforming Learning: Redesigning Curriculum, Format, Content and Practice; Chapter 11: Transforming Teaching and Learning in HEIs: Impacts of UDL on Professional Development of University Lecturers; Chapter 12: Cognitive Accessibility: Stretching the Boundaries of UDL in Higher Ed; Chapter 13: From Teaching Content to Teaching Students: UDL as a Vehicle for Improving Curriculum and Praxis Design; Chapter 14: Integration Through Collaboration: Building Strategic Faculty Partnerships to Shift Minds and Practices; Chapter 15: Creating Synergies Between UDL and Core Principles of the European Higher Education Area in Planning for Pre-service Teacher Education; Chapter 16: Developing Assessment and Feedback Approaches to Empower and Engage Students: A Sectoral Approach in Ireland.; Section 5: Providing access to learning for all - Enabling inclusive learning through digital literacy and technologies; Chapter 17: Restructuring the Blended Learning Environment on Campus for Equity and Opportunity through UDLChapter 18: Promoting Digital Access and Inclusivity in Open and Distance Learning in South Africa: A UDL Approach; Chapter 19: UDL, Online Accessibility, and Virtual Reality: Designing Accessible and Engaging Online Courses; Conclusion: Universal Design for Learning: A Global Framework for Realizing Inclusive Practice in Higher Education
Seán Bracken is a Principal Fellow of the Higher Education Academy in the UK. He is a Principal Lecturer and a Learning and Teaching Coordinator at the University of Worcester, where his research and practice incorporates Universal Design for Learning and inclusion in all sectors of education. For the past 30 years, Seán has worked internationally as a teacher, teacher educator, lecturer and educational project manager. He is passionate about enhancing learning opportunities and outcomes for all students.
Katie Novak is an internationally renowned education consultant as well as a practising leader in education as an Assistant Superintendent of Schools in Massachusetts and a graduate instructor. Katie designs and presents workshops both nationally and internationally, focusing on implementation of Universal Design for Learning and universally designed leadership to increase access and engagement of all students, regardless of variability.