Universal Design for Learning (UDL) in Higher Education: A UK, USA Comparison

Universal design for learning (UDL),and related ideas, similarly involving planning for widening participation and diversity in higher education, are discussed here with reference to relevant literature, and primary research conducted prior to the Covid 19 crisis. Participants included self-selecting student and staff from four English and four American universities, and members of a UK professional organisation of university disability practitioners. Contributors were self-confessed UDL enthusiasts but generally regarded embedding the practices as complex. Comparison between institutions and nations was found to be difficult, partly because of patchy research evidence and lack of sector-wide UDL baselines. Various workable suggestions which arose included: senior level and stakeholder buy-in to planned longitudinal cultural change, leaning heavily on equalities legislation, embedding accessible technology, equipping students with information about how to access sources of support easily, and building in staff development. These are presented here in bullet point form with the aim of creating a useful document which can be used to progress the UDL agenda. Next steps are considered tentatively given the uncertainties surrounding the currently raging global pandemic.