UDL Takes a Village: University Faculty Reflections on Accountability and Infrastructure

• In Event: AERA Roundtable Session Saturday 1:45 pm - Gold 2
  In Roundtable Session: Designing Learning for All: UDL and Inclusive Curriculum

Abstract

Globally, universities are recognizing a responsibility to support increasingly diverse student populations. As universities broaden access, growing numbers of students identifying as disabled and/or neurodivergent are entering higher education. Universal Design for Learning (UDL) is a framework designed to support inclusivity in education. The present study explores the experiences of faculty striving to enhance their teaching methodologies through inclusive pedagogy and practices via the research question: What are faculty reflections after participating in a yearlong community of practice around UDL implementation in higher education? Findings are presented via four themes: Value in Practice; Faculty Resistance; Institutional Accountability; and Theory to Practice. Study findings indicate UDL is difficult to implement when not perceived as valued by the university system.

Authors

• Amy Accardo, Rowan University

• Brie Morettini, Rowan University

• Erin B. Hedges, Rowan University