A systematic review of empirically based universal design for learning for postsecondary students

What is it about?

This systematic review explored methods of universal design for learning (UDL) implementation for postsecondary students with and without disabilities and the degree to which these methods are effective. The authors examined 17 empirically based studies published across 12 journals focused on the application of UDL principles. Altogether, the analysis revealed that these studies, conducted on the application of UDL principles, showed that this approach was effective. Thus, underscoring the benefits of UDL in educating students with and without disabilities at the postsecondary level.

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Why is it important?

Considerable research has been conducted on curriculum and/or strategies to help increase learning outcomes for students without disabilities at the postsecondary level. Few studies, however, have addressed such solutions for students with disabilities. This is unfortunate, because students with disabilities at the postsecondary level need programs that adapt to their special needs. One of the more promising strategies is UDL, comprising principles that include multiple representations, multiple expressions, and engagement. Altogether, these principles offer an outline for instructional actions, such as goals, methods, materials, and assessments, for the purpose of developing essential, yet flexible approaches that are available to each student with and without disabilities.

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