Higher Education Professors' Perspectives on Their Use of Universal Design for Learning

• In Event: 52.084 - Roundtable Session 20
  In Roundtable Session: 52.084-18 - International Global Perspectives

Abstract

This study synthesizes perspectives on inclusionary practices and structures of faculty members at two institutions of higher learning in Spain and the United States. Through structured interviews framed within principles of Universal Design Learning (UDL), 37 professors disclosed their views on effective practices and barriers for inclusion of students with diverse disabilities, identities, cultural and linguistic backgrounds. This research was conducted under the assumption that assessing institutional conditions that promote inclusion is part of the process of inclusion itself and that UDL provides a mechanism for its continuous development (Simon, Echeita, Sandoval, Moreno, Marquez, Fernandez, & Perez, 2016). Results based on faculty feedback are significant for the crafting of a Faculty Handbook to enhance professional development.

Authors

• Kathleen Abou-Rjaily, Northern Arizona University

• Marta Sandoval, Universidad Autonoma de Madrid

• Cecilia Simon

• Alma Montemayor Sandigo, Northern Arizona University

• Susan Stoddard, Northern Arizona University

• Patricia J. Peterson, Northern Arizona University

• Sherry Markel, Northern Arizona University

• Gregory Prater, Northern Arizona University

• Willard Sakiestewa Gilbert, Northern Arizona University