Storytelling Ability Using Digital Books Based on Universal Design for Learning

In the last two decades, there has been a global movement towards pedagogies that create more inclusive school environments in order to meet the needs of diverse learners. One such approach is Universal Design for Learning (UDL), which foregrounds the design of flexible and accessible learning experiences for all, regardless of learner characteristics. Technology is a key enabler in this. To date, much of the research on UDL has focused on its impact in higher education, with less evidence available on the use of UDL within second‐level education. This systematic literature review of n = 15 empirical studies selected from a wide‐ranging search that returned an initial result of n = 1253 explores how the affordances of digital technology have been harnessed for UDL enactment at second level. The findings show that, to date, empirical research at second level has focused mostly on the easy wins within the UDL principle of Representation, where educators offer choice about how learners access content. However, there is a clear gap in UDL research on the use of technologies to support the Engagement and Action & Expression principles of UDL, supporting student self‐regulation and self‐assessment, and on technology‐mediated communication and collaboration. The paper highlights the potential for future cross‐pollination of research in educational technology with UDL. Practitioner Notes What is already known about this topic Universal Design for Learning has been extensively researched in higher education and special education contexts but much less so at K‐12, in particular at second level. Technology offers many affordances that can provide choice and variation in the learning process, which can be harnessed in a UDL approach. The transformative potential of technology in educational contexts was not fully realised pre‐COVID. The COVID pandemic saw an acceleration in technology adoption for learning, but it remains to be seen whether technology is being deployed to complement or transform existing practices. What this paper adds This paper clearly identifies which affordances of technology are commonly deployed in UDL implementations, particularly noting the provision of choice through multi‐media options for Representation and expression. There is a clear gap in UDL research on the use of technologies to support self‐regulation and self‐assessment, (eg, peer, teacher and automated feedback tools) and on technology‐mediated communication and collaboration. The UDL literature does not address the potential negative impacts of technology within the learning context or the short‐lived nature of positive impacts (novelty effect). Implications for practice and/or policy While technology affords great opportunities for choice and Engagement, the design of the learning experience must take priority, availing of technology as needed. There are great opportunities for cross‐pollination of research at the forefront of educational technology and universal design to address any gaps in technology use in UDL implementations.

Inclusive education provides opportunities for children with disabilities and non-disabled children to receive education together. The New Education Policy 2020 also promises equal and inclusive education for all. Various teacher-training courses have been recognised by the National Council for Teacher Education and the Rehabilitation Council of India to prepare teachers for providing education to children with disabilities in special and inclusive schools in the country. These courses nurture the skills of future teachers to create an inclusive learning environment, use inclusive teaching strategies, select learning materials according to the needs of the learners, plan and assess children with disabilities, etc. At present, there is a lot of emphasis on Universal Design for Learning (UDL) to create an inclusive learning environment. But the trainees in special education and general teacher education do not have good printed study material available on this topic. The editor and all the authors believe that this book will fill the literary gap and will be helpful for all trainee-teachers and teacher-educators to learn the concept, principles of UDL, lesson planning for UDL, problems in implementation, the role of ICT, and assessment options, etc. All the chapters in this book are useful for special teachers, general teachers, research scholars, trainees of D.Ed., B.Ed., M.Ed., and other teacher training courses in special education & general education. Many enthusiastic and renowned professionals contributed their chapters to this book. Their great contribution made this book worth reading for trainees, teachers, and researchers. This book includes sixteen chapters i.e., Historical Perspective of Universal Design for Learning, Economic Perspectives of Universal Design for Learning: Challenges and Solutions, How Universal Design for Learning is Gaining Momentum in Indian Education System: A Review of Educational Policies and Initiatives, Universal Design for Learning: Theory and Praxis, Guidelines for Implementing Universal Design for Learning, Scope of Universal Design for Learning in Inclusive Education, Universal Design for Learning and Lesson Planning, Using Universal Design for Learning in Higher Education: An Approach towards Inclusion, Universal Design for Digital Age, Universal Design for Learning Based Learning Resources, Challenges and Issues in Implementing Universal Design for Learning, Implementation of Universal Design in India: Challenges and Issues, Accessibility Problems in Educational Institutions, Critics and Remedial as Implementation in Universal Design for Learning Approaches in India, Emerging Pedagogical Options and Universal Design for Learning, Universal Design for Learning and its Role in Holistic Effective Learning and Assessment. This book is a very useful resource in inclusive education. The editor acknowledges the great contribution made by the authors. Critical feedback and suggestions by all readers will be appreciated for further improvement in the content and other aspects of the book.

This chapter explores the transformative potential of technological solutions and universal design principles in enhancing student engagement and knowledge development in Indian higher education. With the advent of digital tools and inclusive design frameworks, educational institutions in India are poised to create more accessible, engaging, and effective learning environments. The chapter delves into various technological advancements, such as adaptive learning platforms, virtual reality, and AI-driven personalized learning, highlighting their impact on student engagement and academic performance. It also examines the principles of universal design for learning (UDL), emphasizing the importance of flexible learning environments that accommodate diverse learning styles and needs. By integrating technology with UDL, Indian higher education can address challenges such as limited resources, diverse student populations, and varying educational backgrounds.

The practice of universal design―of making a product or environment accessible to all individuals―has been around for a long time. But, until now, that practice has never been explored in depth in the field of physical education. This groundbreaking text provides a much-needed link between universal design and physical education, extending boundaries as it offers physical educators a systematic guide to create, administer, manage, assess, and apply universal design for learning (UDL). Universal Design for Learning in Physical Education is for all physical educators―those who are or are preparing to become general PE teachers as well as those who are in the field of adapted physical education. This resource offers the following: Ready-to-use curricular units for grades K-12, with 31 universally designed lessons that demonstrate how teachers can apply UDL in specific content areas (teachers can also use those examples to build their own units and lessons)Rubrics for the 28 items on the Lieberman–Brian Inclusion Rating Scale for Physical Education (LIRSPE) to help teachers follow best practices in inclusionTables, timelines, and paraeducator training checklists to ensure that UDL is effectively delivered from the beginning of the school year Universal Design for Learning in Physical Education approaches inclusion from the macro level, providing a comprehensive conceptual model of UDL and how to incorporate it into curriculum planning and teaching methods for K-12 physical education. Outcomes for Universal Design for Learning in Physical Education are aligned with SHAPE America’s physical education standards and grade-level outcomes. Given that 94 percent of students with disabilities are taught in physical education settings, this text offers highly valuable guidance to general physical educators in providing equal access to, and engagement in, high-quality physical education for all students. Part I of Universal Design for Learning in Physical Education defines universal design and explains how it relates to physical education. It identifies barriers that teachers may face in adapting UDL to their programs and how to overcome these barriers. It also addresses critical assessment issues and guides teachers in supporting students with severe or multiple disabilities. Part I also covers advocacy issues such as how to teach students to speak up for their own needs and choices. Readers will gain insight into where their programs excel and where barriers might still exist when they employ the Lieberman–Brian Inclusion Rating Scale, a self-assessment tool that helps measure physical, programmatical, and social inclusion. Finally, part I reinforces several UDL principles by sharing many examples of how physical educators have applied UDL in their programs. Part II offers a trove of universally designed units and lesson plans for use across grades K-12, with separate chapters on lessons for elementary, sports, fitness, recreation, and aquatics. Universal Design for Learning in Physical Education is the first text to delve deeply into the concept of universal design in physical education. As such, it is a valuable resource for all PE teachers—both those leading general classes and adapted classes—to learn how to successfully implement universally designed units and lesson plans that enrich all their students’ lives. The accompanying web resource provides 40 forms, tables, checklists, and a sample lesson plan from the book, as well as a list of websites, books, and laws. These resources are provided as reproducible PDFs for practical use.

Universal Design for Learning (UDL) derives from the Universal Design (UD) architecture, challenging traditional product adaptation by advocating for designs that consider every individual (King-Sears, 2009). The Individuals with Disabilities Education Act (IDEA) extended UD to learning environments, resulting in the development of UDL with three core principles outlined by CAST in 2020. These enduring principles emphasize multiple ways of engagement, various means of representation, and multiple means of action and expression, aligning with the brain's learning networks (CAST, 2021). UDL goals encompass inclusivity, equity, flexibility, and accessibility. Methods include diverse means of representation, engagement, and action and expression, utilizing accessible texts, multimodal resources, and technology tools. Assessment in UDL involves formative assessment, varied formats, clear criteria, and consideration of learning styles. Implemented in Asian countries, UDL positively impacts education, particularly for special needs students. Shifting from instructor-centered to student-centered approaches enhances student involvement, satisfaction, and self-efficacy. UDL empowers teachers to diversify methods, adapting to student abilities and improving learning quality. The effect of UDL on inclusive education is substantial, increasing accessibility, individualized paths, engagement, breaking barriers, empowering diverse learners, and enhancing academic performance. UDL's multifaceted approach ensures effective use of materials and activities by students with diverse needs. In conclusion, UDL is a robust framework fostering inclusive and effective learning environments. Its principles, methods, and materials contribute to overall inclusive educational success. Limitations, including educator training gaps, pose barriers to rigorous implementation. Scoping review data unveils UDL's multidimensional implementation in various Asian educational contexts, providing crucial insights into its regional applications and implications.

Developed at the North Carolina State University College of Design in the 1980s, a group of architects, product designers, engineers, authors and environmental design researchers, collaborated to establish the Principles of Universal Design to guide a wide range of design disciplines including environments, products, and communications [1]. Universal Design for Learning (UDL) is a research-based set of principles intended to guide the design of learning environments that are accessible and effective for all. First articulated by CAST (Center for Applied Science and Technology) in the 1990s and now the leading framework in an international reform movement, UDL informs all of our work in educational research and development, capacity building, and professional learning. UDL is based on cognitive neuroscience and is intended to guide the development of flexible learning environments that can accommodate individual learning differences [2]. UDL asks educators to create curricula that provide: multiple means of representation, multiple means of expression and multiple means of engagement, while motivating all students to learn and succeed [3]. Greensboro College is unique in higher education in that it has committed to fully embracing UDL. Greensboro College uses UDL as a framework for successful academic and student development at a small, private, Methodist-affiliated, liberal arts college. Greensboro College has initiated its transformation to an institution that values and facilitates UDL across its curriculum. As The Mission Statement of Greensboro College points out, we as a college believe “Universal Design for Learning, at its core is a comprehensive educational framework that removes barriers to student learning and academic success. The principles of UDL recognize that variance in learning ability and style among individuals is the norm and not the exception. Therefore, curricula should be adaptable to individual learning differences rather than the other way around” [4]. Greensboro College has taken its first steps towards providing a learning environment for all students, which can be used as a model for launching a UDL initiative at a small, liberal arts, private college [5].

Universal Design for Learning (UDL) is based on the architecture and industrial design paradigm, universal design. The UDL framework provides guidelines for teachers when they create, instruct, and assess the delivery of content. Based on three underlying principles: multiple means of representation, action and expression, and engagement, UDL targets the needs of every learner in the classroom. Although much has been written about UDL in the K-12 classroom, the principles apply equally to higher education. Most faculty are well versed in the delivery of content through a traditional lecture format, yet few consider applying UDL principles. It is not enough that an instructor provide knowledge. He or she must also ensure that critical content is accessible to all students entering the university classroom. Faculty members recognized for their excellence in teaching include teaching strategies that are aligned to UDL principles. These strategies include creation of positive learning environments, use of humor, active engagement vs passive engagement, and explicit structure. The primary purpose of the article is threefold: to discuss the importance of using a UDL approach in higher education, to help faculty begin using a UDL approach through professional development, and sharing strategies for students in the higher education classroom. Recommendations are made for providing professional development to faculty to increase their use of universal design for learning principles with questions for consideration. Additional recommendations are made for teaching students through the UDL lens. By using a UDL framework, all students have access to curriculum in ways meaningful to each individual.

Introduction This study examines the ways in which students and staff in higher education use and engage in audio, both in everyday life and within the university setting. Specifically, we explore if the increasingly diverse student population utilise audio as part of a personalised approach to learning. Increasing student engagement in online delivery through a personalised approach to learning is a vital area of focus in contemporary pedagogy internationally. The rapid move to online delivery during the COVID-19 pandemic revealed both opportunities and challenges for learners with diverse digital access requirements (Ellis et al. 17). Along with captions – which have been embraced as an accessibility feature by the entire student population (Ellis et al.) – the use of audio has increased (Peaty et al. 7). Digital accessibility has typically focussed on the availability of captions, yet the experience of many students during COVID-19 pandemic-imposed remote learning activities shows that audio also offers great potential for personalisation, accessibility, and engagement. With audio options following the trajectory of captions in both education and entertainment contexts to become recognised as a personal preference (Ellis 167), this article examines whether higher education has responded to the ‘audio turn’. Moreover, it seeks to answer how students, as a diverse population, utilise audio as part of their learning experience. The ‘audio turn’ refers to the recent period marked by the COVID-19 pandemic, alongside the increase in (and use of) audio platforms and features. However, it should also be acknowledged that this audio turn is also part of a longer history of technology-enabled audio pedagogy, encompassing transitions from vinyl to cassette tape, and analogue to digital. These specific changes over approximately the last five years have been captured in the literature on the rise of audio description (see for example Peaty et al.; Piñeiro-Otero and Pedrero-Esteban), audiobooks and “listening culture” (Snelling 648), studies on the uptake of podcasts and digital radio (St. Aubin), and popular articles (Forbes). In a relatively short period of time, audio book sales, podcasting, digital music consumption, and audio accessibility (including audio description) have increased significantly. The culmination of new business models (e.g., Spotify’s audio-first strategy; Kilberg and Spilker 156) and the specific remote learning/working, lockdown environments generated by COVID-19 mitigation policies further facilitated this audio turn. The rise of the value and use of audio also extended into the university context, which prompted new literature on audio learning strategies (Wake et al. 30; Jensen and Veprinska). However, the question arises: despite the increased interest in audio, has higher education pedagogy adapted to reflect learning options and preferences? Audio in Higher Education Over the past decade, a body of research has emerged that highlights opportunities for audio in the higher education context; however, there remains a lack of research on the potential of audio more broadly for learning personalisation and accessibility. Most of the existing research on audio supported pedagogy has centred around the value of audio feedback on assessments (Knauf 442; Sarcona et al. 47; Heimbürger 106). With over a decade of publications on this type of audio-supported learning, researchers have found audio feedback to be divisive, in part due to the varied nature in which it is applied and received (Hennesy and Forrester 778), but Sacona et al. (58) emphasise students’ desire for the availability of both modalities of feedback (audio and written). Other audio learning alternatives discussed in the literature on audio-supported pedagogy include podcasts (McGarr; Gunderson and Cumming 591; Gachago et al. 859) and, to a lesser degree, the role of audio description (Pintado et al.), which may in part be the result of the recency of use of audio description in the media more broadly. One of the key features of more recent (post-2020) research into various audio alternatives or audio-supported learning options was the consistent observation that audio is an important part of universal design for learning (UDL) and its value and appeal for an increasingly diverse student population. UDL is an important concept in understanding the role of audio in higher education, as it is not simply focussed on ‘access to the classroom’, but the ways in which access to educational content, texts, and teaching is considered. It is centred on three principles: multiple means of representation, multiple means of engagement, and multiple means of expression (Cumming and Rose 1026). Pertinent to our research, UDL emphasises multiple formats for learning materials, including audio. Moreover, developed in the early 2000s, UDL recognises the role of digital technology in addressing the needs of an increasingly diverse student population (Edyburn 16). It is adapted from Universal Design (UD), which is based on a set of principles: equitable use, flexibility in use, simple and intuitive use, perceptible information, tolerance for error, low physical effort, and size and space for approach and use (Centre for Universal Design). While acknowledging the broader research literature and debates around cognitive styles, learning strategies, learning styles, and their efficacy in instruction (Cassidy 420), this project uses the term ‘learning preferences’ to capture the preferred, individual approaches to a task or learning situation. Auditory preferences are common amongst most models of learning styles; however, the scope of this study did not extend to other learning preferences or alternatives. Instead, this pilot research project, informed by the ‘audio turn’ and increased interest in UDL, sought to better understand how students and staff in the university context perceive, utilise, and engage with audio, both in everyday life and in higher education. Methodology The rationale for this project is based on UDL theories of flipped learning (Wolf et al.) and the use of captions in teaching and learning (Ellis et al.). UDL seeks to remove barriers and emphasises the importance of creating learning environments that offer multiple ways of engaging with content, and of accessing and representing information (Behling and Tobin 2). Wolf et al.’s research on flipped learning (replacing traditional lectures with online recordings) discovered that students who self-diagnosed attention deficit issues preferred the online option as it allowed them to break learning into small chunks. The opportunity to personalise study experiences to meet individual learning preferences was valued by the entire cohort, including students who preferred on-campus and face-to-face learning. These findings informed the development of a multimodal methodology in which participant responses are gathered from both researchers’ questions and from interaction and engagement with alternative learning formats. Firstly, a survey on the use of audio in everyday life and learning environments was created via Qualtrics and disseminated to students and staff. This was achieved in conjunction with the Digital Student Engagement Team, who promoted the survey via internal channels, Digital Screens, and Instagram stories. Several of the Faculties and Schools taking part in the research also distributed links to the survey via internal emails and the university’s learning platform. The survey was open for a ten-week period in the second half of 2023. Secondly, this project trialled embedding audio in teaching resources within four different units across two Faculties (Humanities and Business and Law), and then obtained feedback from students on their interactions with these new learning formats. Specifically, we added audio description to key resources in each unit, provided the option for audio feedback on at least one assignment per unit, and offered an audio version of the assessment guide. Students in the participating units were then invited to partake in an end-of-study-period focus group that discussed their uptake of and experience with the additional audio resources. The semi-structured discussions were facilitated in-person for on-campus units, and online via WebEx for offshore and online cohorts. The qualitative results from the focus groups and survey underwent thematic analysis. Research Findings Across both the survey findings and focus group discussions it emerged that audio played a pivotal role in students’ everyday life, and that this role had both increased in the past four years and manifested into a desire to utilise more audio alternatives in their learning experiences. There was a clear awareness of individuals’ personal learning preferences and what format they best responded to, as well as recognition that peers may have other preferences. These different types of learning preferences were reflected in the varied responses to extra audio-based learning material; while some students appreciated audio feedback on assessments, others preferred written feedback, in particular for ease of referencing and in order to refer back to it at a later point in time. Through the learner lens, audio does not appear to have replaced written learning material; instead, it is seen as complementary – and vice versa. Demographics Of the 268 survey participants (supplemented by an additional 31 focus group participants), 16.5% were staff. The responses primarily came from first-year students (26%), with relatively similar percentages of second-, third-year, and postgraduate students. In keeping with these enrolment demographics, most respondents were between the ages of 18 and 24 (43%). Students and staff in the Faculty of Humanities were significantly represented (57%), and most participants studied or taught online for some or all of the time (33% stated that they studied or

As the first item often distributed each semester, the syllabus sets expectations and requirements for the educational experience. The Universal Design for Learning (UDL) approach to syllabi design attempts to consider the ways students are engaged, how information is represented, and learning expressed. If syllabi could be built on an UDL framework, a potential for enhanced learning exists. This study examined 33 syllabi from schools of construction. Objectives of the study included determining most and least prevalent UDL elements in construction syllabi, UDL elements absent from construction syllabi, and determining to what degree construction syllabi correlate with elements of UDL that students deem most important. Two faculty members evaluated each of the 33 syllabi individually. Overall results indicated syllabi at almost every level of the considered UDL criteria. Areas of highest UDL inclusion were in “length”, “student resources”, and “course calendar”. Lowest scores were in areas related to assignment information. Areas of UDL important to students did not match the highest scoring areas of this study. Results suggest improvements could be made in syllabi that may better meet UDL criteria and better align with student syllabi preferences.

This presentation showcases findings from a Canadian study which was carried out through 2023-24. This project explores an innovative facet of the momentum around sustainability within higher education, one that goes beyond the focus on environmental and operational preoccupations and concentrates on social and pedagogical sustainability. It examines the way the introduction of Universal Design for Learning (UDL) to a campus, through the creation of a cross-discipline community of practice, can (i) empower faculty to develop sustainable accessible practices within their own classroom, (ii) significantly reduce the reliance of the campus on accessibility services and reduce the pressure felt by these services, (iii) successfully integrate accessibility and inclusion within institutional strategic thinking around sustainability. The presentation synthesizes findings from a qualitative action-research project which examined perceptions and experiences of 14 stakeholders with different status and toles across the campus. The study adopted a phenomenological approach to data collection and analysis (Holland, 2014) and explored the participants’ own constructs in relation to the overlap between UDL and sustainability. Accessibility in the higher education has thus far been addressed through a medical model approach focused on retrofitting. In a nutshell, teaching and learning is designed for the ‘traditional learner’ and support services take on the task of supporting students who experience barriers in this design, with remedial, targeted services outside the classroom. The demographics of higher education, however, have changed widely over the last two decades, and retrofitting approaches are no longer sustainable. The volume of demand is growing exponentially, wait times increase, and the cost of Accessibility Services increases in a way that becomes unmanageable within most post-secondary campuses (NEADS, 2018). Universal Design for Learning (UDL) can address many of these strains on resources. Indeed, UDL is an emerging model for the management of diversity in the classroom which equips instructors to remove the majority of barriers to access to learning and support the needs of most diverse learners within the classroom itself (Al-Azawei et al., 2016). The literature highlights that most of the needs of diverse learners can be addressed with ease within the classroom itself once inclusive design and UDL are adopted and integrated as a mindset, across institutions (Baumann & Melle, 2019; Dalton et al., 2019). UDL can therefore address some of the concerns over the sustainability of current disability service provision models. The need for a sustainable lens in this area is therefore tangible and pressing. Accessibility services, student services personnel, and faculty are all painfully feeling first-hand the inability of the current structure to meet the needs of diverse learners and to address the volume of service requests. UDL has the potential to address this strain on support services and to re-empower faculty to create inclusive provisions within the classroom space. A practical example of this would be the considerable pressure placed on accessibility services to digitalize printed material or to seek alternate versions of PDFs that are shared in class but are not accessible with reading software. This is an example of costly, repetitive use of resources that can be solved sustainably by empowering instructors to use the UDL principles in their class design and not rely on print only or on non-accessible digital documents. This has immediate resource and funding implications. UDL integration represents a clear example of sustainable transformation: an initial focus on professional development with faculty leads to a reduction in spending and resources that are non-renewable (Fovet, 2017). The presentation showcases the wider implications for UDL development across the sector.

The purpose of this paper is to introduce participants to our journey of integrating Universal Design as a central part of a new Technological University in addressing the challenge of a consistent quality experience for all learners. Adopting and combining both the principles of universal design and universal design for learning is not to make it easier but to offer a framework of principles and guidelines to make education appropriate and challenging for everyone. Ken Robinson wrote "A vibrant school can nourish an entire community by becoming a source of hope and creative energy…Poor schools can drain the optimism from all the students and families who depend on it by diminishing their opportunities for growth and development" (1).

UNESCO’s Global Education Monitoring Report (2020) strongly recommends the adoption of Universal Design for Learning (UDL) at the government level so that it becomes an integral part of countries’ inclusive education policies. However, UDL has largely been developed in high-income countries with technology as a central theme. The question is whether the purported benefits of the UDL approach can translate into low and middle-income country (LMIC) contexts. This study explores the relevance and fit of UDL to LMIC contexts by use of interviews (either individual or group) with 12 representatives of international agencies, non-governmental organizations (NGOs), and UDL experts who have experience in providing inclusive education services in LMICs. Three themes are reported: understanding of UDL, UDL supporting inclusive education, and UDL in teacher-training initiatives and capacity building. The concept of UDL is not new in LMICs, although the name may be. The potential for UDL to support inclusive education in LMICs is recognized. UDL needs to be mainstreamed in teacher training programs, and its implementation should be adapted to respond to the contextual realities of LMICs. The encounter between UDL proponents from high-income countries and education stakeholders in LMICs should be mutually enriching rather than imposing the approach from high-income countries on those in LMICs.

Universal Design for Learning (UDL) is widely recognized as a framework to foster inclusive education, yet its successful adoption in elementary schools depends on multiple contextual and motivational factors. This study investigates how UDL is implemented and what drives teachers to adopt its principles. A systematic literature review (SLR) was conducted following PRISMA guidelines. Four databases (Scopus, ScienceDirect, Taylor Francis, and ProQuest) were searched using defined keywords and Boolean operators. Studies published between 2014 and 2024 that addressed UDL implementation in elementary schools were considered. After screening and applying inclusion and exclusion criteria, 12 empirical studies were selected. Self-Determination Theory (SDT) was used as the analytical lens to examine how autonomy, competence, and relatedness influence teachers’ motivation in adopting UDL. The synthesis identified key factors affecting UDL implementation, including teacher self-efficacy, knowledge of UDL principles, access to resources, professional development, and supportive school leadership. Teachers’ motivation, shaped by psychological needs, played a decisive role in sustaining UDL practices. Reported benefits of UDL included improved student engagement, equitable access to learning, reduced barriers for learners with disabilities, and enhanced instructional flexibility for teachers. This review highlights that both psychological motivation and institutional support are crucial for effective UDL implementation in elementary schools. Strengthening teacher training, fostering collaboration, and ensuring adequate resources are essential strategies to promote inclusive classrooms. The study provides theoretical and practical insights for educators and policymakers seeking to advance inclusive education through UDL.

Purpose This paper aims to improve the understanding of student readiness for universal design for learning (UDL), thereby reducing a barrier to its adoption by management faculty. It explores how students’ personality (conscientiousness and openness to experience) affects their readiness to embrace UDL and investigate how that relationship is mediated by self-directed learning (SDL). Design/methodology/approach Analysis uses survey data from students in management courses. From these data are created multi-item constructs and control variables. A mediated regression model that uses bootstrapping to estimate parameters and standard errors generates the results. Findings The findings were that SDL is strongly related to student readiness for UDL and that SDL fully mediates the relationship between conscientiousness and UDL. Openness to experience, however, directly relates to UDL without any mediation. Research limitations/implications This research applies only to one institution and two management courses. The methodology used in this study is limited to one part of the UDL model, which is a measure of student readiness to engage in choice. Future research can extend this model to other courses and institutions and other parts of the UDL model. Practical implications These findings provide insight into the student characteristics that enable them to gain empowerment and motivation from the UDL approach. Implementation of UDL in management education may require learning management strategies that accommodate student readiness for UDL. This study makes progress in identifying student characteristics that explain this readiness. Social implications UDL can improve management education by making it more accessible to students with different personalities and learning styles. Originality/value This study developed a method for analyzing the applicability of UDL in management education. It also devised and implemented a new survey measure for student readiness for UDL.

How can education change to meet the demands of effectively educating an increasingly diverse student population with the skills, knowledge, and abilities they need to be productive and successful citizens in the 21st century? One possible solution is to create classrooms, teachers, and schools that embrace the progressive and inclusive practices espoused by Universal Design for Learning (UDL). In addition to being rooted in UDL pedagogy, classrooms designed to meet the challenge of 21st century education need to substantially integrate and utilize advances in technology. The vanguard of literature to date in UDL could be characterized as rhetorical advocacy. That is, UDL literature is in the early stages of introducing and promoting UDL pedagogy, but to date there is not a research base strong enough to establish UDL as a scientifically validated intervention (Edyburn, 2010). UDL might sound like a good idea, but until the research base turns the corner from advocating to assessing and measuring UDL outcomes, the promise of this approach will not be realized. This article describes a study exploring effects and outcomes of a professional development program on the perceptions and practice of UDL principles in K–12 public school inclusive classrooms, and could be one step toward bridging the gap from a good idea to a solidified best practice. Specifically, this study investigated a professional development program’s effect on teachers’ perceptions, conceptualizations, and implementation of UDL principles and practice in their classrooms.