ADCET UDL Symposium: Toward an Institutional-Wide Approach for Embedding UDL in Tertiary Education Settings

In-person workshop

The UDL Guidelines 3.0 highlight the importance of interdependence and collective learning in fostering inclusive and effective educational environments. At the tertiary level, interdependence extends beyond student collaboration to encompass the mutual reliance among educators, professional staff, and institutional leaders in embedding UDL across tertiary education settings.

Collective learning, through shared knowledge, interdisciplinary collaboration, and cooperative problem-solving, is also important for driving systemic and sustainable change. A whole-of-institution approach to UDL requires coordinated efforts – underpinned by the principles of interdependence and collective learning - across leadership, curriculum design, and professional learning to ensure that accessibility and inclusivity are embedded into teaching practices, policies, and institutional culture. By fostering a culture of communication, collaboration, and shared responsibility, Australian tertiary institutions can create learning environments where both students and staff thrive through collective engagement with UDL principles. 

Despite growing interest in UDL, the ways in which tertiary professionals engage in systemic implementation remain unclear. To explore this, the presenters conducted interviews with 11 tertiary education professionals, and identified key enablers and barriers to UDL adoption. Their findings highlighted the critical role of leadership commitment, professional learning communities, and policy alignment in fostering sustainable change. Participants emphasised faculty collaboration, student co-design, and resource-sharing as vital enablers, while challenges such as resistance to change and competing institutional priorities were encountered.

This session explored strategies for leveraging institutional enablers and addressing barriers to support cohesive UDL implementation in tertiary education. UDL principles were modelled through incorporating multiple means of representation, engagement, and action & expression. Case studies and illustrative examples were used to engage participants in interactive discussions, collaborative problem-solving, and reflections on their own institutional contexts. Participants identified enablers and barriers, collaborated on solutions, and developed actionable strategies to embed UDL. 

Presenters

Dr Erin Leif is a Senior Lecturer in the School of Educational Psychology and Counselling, Faculty of Education, at Monash University. Erin is passionate about using behaviour science to help all kids thrive. Erin’s current research focuses on ways to help parents, teachers, and behaviour support practitioners use positive, preventative, evidence-based practices when supporting children with diverse learning needs in home, school, and community settings. Her research interests include positive behaviour support, multi-tiered systems of support, trauma-informed behaviour support, and universal design for learning.

Dr Amanda Rita Gigliotti is a Senior Lecturer in the School of Education at the University of Wollongong (UOW). Specialising in educational technology in higher education, her research investigates teachers’ design decisions when planning for and using technology in their teaching. Dr Gigliotti's has exhibited exemplary leadership, particularly in mentoring over 100 academics internationally across various disciplines in technology-enhanced learning. Her teaching excellence and outstanding achievements in education have been recognised through the Australian College of Educators (ACE) National Awards program and UOW's Vice Chancellor (Early Career) Award for Outstanding Contribution to Teaching and Learning.

(June 2025)