Centering Disabled Students’ Evaluation of Universal Design for Learning Pedagogy: An Innovative Teaching Project

• In Event: Virtual Poster Session
  In Virtual iPresentation Only: SIG-Disability Studies in Education Virtual Poster Session

Abstract

In this innovative teaching project, the researcher hired four disabled undergraduate students as consultants to evaluate the researcher’s graduate level course, titled Disability Access, Equity & Inclusion in Higher Education, using CAST’s UDL framework. The paper provides critical reflection on the origins and development of the project and will explore the following research questions through a qualitative case study approach, utilizing standpoint epistemology theoretical framework: 1) How do disabled students' lived experiences contribute to their evaluation of course content against the UDL framework? 2) How can the instructor use student feedback to enhance the accessibility and universal design of the course? 3) To what extent is this student feedback model effective?

Author

• Molly McKeon, University of Colorado - Denver