Designing Universal Design for Learning Experiences - Teacher Education Candidates’ Perceptions in Active Learning Within Inclusive Special Education Courses

Oct 15, 2026

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Although higher education is becoming increasingly diverse, Universal Design for Learning (UDL) remains inconsistently adopted. This research examines inclusive special education undergraduate courses that intentionally integrate UDL design to address learner variability and intersectional identities. Using quantitative and qualitative measures, the study explores how teacher education candidates perceive and experience UDL in face-to-face instruction through reflections, surveys, and focus groups. Findings emphasize diverse learning opportunities, multiple forms of output, and real-world application, supporting proactive inclusive higher education.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages21

Reading Time53 min

AccessFree to download

Abstract

Introduction

Literature Review

Universal Design for Learning

DESIGNING UNIVERSAL DESIGN FOR LEARNING EXPERIENCES: TEACHER EDUCATION CANDIDATES’ PERCEPTIONS IN ACTIVE LEARNING WITHIN INCLUSIVE SPECIAL EDUCATION COURSES KATIE HEATH Roberts Wesleyan University, U.S.A. CHELSEA P. TRACY-BRONSON Stockton University, U.S.A. ABSTRACT Although higher education is becoming increasingly diverse, the widespread adoption of Universal Design for Learning (UDL) remains limited. UDL provides a curricular framework designed to reduce barriers, account for learner’s intersectional identities, and address variability. Using quantitative and qualitative measures, this research showcases inclusive special education undergraduate courses that utilize UDL design to meet the diverse needs of teacher education candidates. This study addresses the following research question: How do undergraduate students perceive and experience UDL within a face-to-face class throughout the learning process? Both qualitative and quantitative research provided the basis of this study. Qualitative research methods were used to examine the experiences through a variety of methods, including reflections, surveys, and focus groups. Quantitative data came from the surveys and reflections. Through focus groups, surveys, and reflections, data were obtained from 57 completed student data points. The findings suggest the importance of the use of diverse learning opportunities, learning output, and application to the real world as critical to learners’success and making a classroom more accessible. Implications for proactively meeting needs within inclusive higher education using UDL coupled with disability studies in education orientation are discussed. This study extends the limited research on UDL in higher education, showing that intentional UDL integration supports student inclusion by offering diverse learning opportunities, multiple means of expression, and real-world application. INTRODUCTION As students become increasingly diverse in institutions of higher education, it is the responsibility of professors involved in the teaching and learning process to determine how to make students’ learning accessible. Universal Design for Learning (UDL) is an educational framework designed to support learner variability in classrooms by offering options in learning and output modalities. Azam et al. (2021) defines UDL as a “…curriculum design framework that has its foundations in neuroscience, the learning sciences, and cognitive psychology”(p. 2) . This framework is widely evident throughout K-12 learning environments and is making its way into higher education (Baglieri, 2020; Fornauf & Erickson, 2020; Fovet, 2021). It is not only an initiative based upon research, but it is mandated by educational laws such as Every Student Succeeds Act (ESSA), Individuals with Disabilities Act (IDEA), and the Higher Education Opportunity Act (HEOA) (Fornauf & Erickson, 2020). The diversity of students and their needs in higher education are expanding, thus accessibility issues need to be addressed through the lens of UDL (Fovet, 2021) . Researchers found limited focus on UDL in a higher education context (Hromalik, Myhill, & Carr, 2020) . Educational Planning | Fall 2025 35 Vol. 32, No. 4 The purpose of this study is to examine higher education students’ experiences and perspectives to identify what is required to design accessible and inclusive learning environments that address diverse learning preferences, modalities, needs, and accommodations. Using quantitative and qualitative measures, this research explored how the researchers’ students perceived their experiences with UDL in a face-to-face special education course. Based on their unique needs and preferences, college learners respond to instruction differently. UDL addresses this variability from the starting point to design effective learning opportunities, providing options for engagement, learning experiences, and products of learning. This study addresses the following rese

FAQs

What problem does the study address about UDL adoption in higher education?

The study addresses the limited and inconsistent adoption of UDL despite increasing student diversity in higher education, highlighting ongoing barriers to accessibility.

How does the study investigate students’ perceptions and experiences of UDL?

It uses both qualitative and quantitative methods, collecting data through reflections, surveys, and focus groups within a face-to-face special education course.

What does the study identify as critical for learner success and classroom accessibility?

The findings stress diverse learning opportunities, meaningful learning output options, and application to real-world contexts as critical for supporting student success and improving accessibility.

Oct 15, 2026

Upload by moss~