UDL: A TOOL FOR INCREASING ACCESS TO LEARNING

Abstract

As the student population on University campuses continues to diversify, there is an increasing need for course curriculum that models the core values of access, equity, and inclusion. Universal Design for Learning, a theoretical framework that expects diversity, can be used in the design and implementation of course curriculum that facilitates effective learning for all students. Using the UDL Guidelines Checklist, two courses in the department of Family Studies and Human Development were evaluated for their alignment with UDL principles. Results indicate that UDL alignment is poor across both course curriculums, emphasizing the need for further research that explores the barriers to UDL implementation. Introduction For many, the experience of going to college is invaluable, as it brings both exciting and challenging opportunities to learn. While universities enroll individuals from vastly different backgrounds, including some who have already held a career and others who have yet to decide which major fits their interests, there is one theme that unites the student body: the years spent on a college campus can be transformative. As individuals take classes, live on their own, and make more choices independently, they develop lifelong friendships, greater responsibility, and a career interest. Undeniably, the university experience serves as a conduit for personal growth for many who participate. For people with intellectual disabilities, this life-changing experience is not typically accessible. Universal Design for Learning (UDL) is an evidence-based theoretical framework that targets this gap, as it aims to create course curricula that are accessible to not only students with diverse learning needs, but to all learners. This project serves as a starting point for evaluation of UDL implementation on the University of Arizona campus by assessing two Family Studies and Human Development (FSHD) course curricula.