The use of Universal Design for Learning by university professors: an exploratory study

Abstract

The Universal Design for Learning (UDL) is a framework to facilitate inclusion and greater access to the general education curriculum for all students. Schools are progressively integrating this framework in compulsory education, but its implementation at the university level is still very scarce. Given the increase of students with specific educational needs in universities, the incorporation of UDL framework urges as well. To respond to this need, the present study pretended to explore the conceptions that university professors have about UDL, as well as the teaching strategies and methodologies used and to analyze if these teaching strategies and methodologies were aligned with UDL and its principles. Five professors of Pre-Primary and Primary Education and that were teaching the subject where content on UDL is taught were interviewed. Data was analyzed under a phenomenological approach. Results showed that teachers recognized the main contributions and challenges of UDL, although they did not refer to its technological contribution. Teaching strategies regarding planning, implementation and evaluation were identified. From those, the majority were aligned to UDL framework whereas others were not. The need to launch university policies that promote these practices and that future lines of research delve into how to overcome the obstacles to UDL implementation in universities is discussed.