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Exploring universal design for learning as an accessibility tool in higher education: a review of the current literature

The number of students with disability enrolled in tertiary education has increased significantly in the last decade. This has prompted a move to make learning and teaching more accessible to all students. Universal Design for Learning can be used as a framework to guide tertiary educators in the planning and delivery of their courses. A rapid review was conducted to locate both theory and evidence to support the use of UDL at the tertiary level, as well as to seek guidance for its effective implementation. Results indicated that UDL is well supported by theory, and studies revealed high satisfaction rates for UDL for both students and instructors. Implications for practice are suggested.