ADCET UDL Symposium: Beyond the Excuses - Advancing Inclusive Education Without Compromising Academic Excellence

In-person presentation

This presentation challenged the false dichotomy between academic rigour and inclusivity, demonstrating how Universal Design for Learning (UDL) 3.0 enhances accessibility and strengthens learning outcomes. Through a case study of her own teaching, Susannah French showcased practical UDL strategies, lessons learned, and evidence-based approaches to fostering rigorous and equitable education.

In higher education, “academic excellence” is often used as a pretext to resist inclusive teaching, upholding rigid structures that overlook the reality that any student may need support at any time. This presentation challenged the false dichotomy between academic rigor and inclusivity, and demonstrated that Universal Design for Learning (UDL) 3.0 not only enhances accessibility but also strengthens learning outcomes and integrity in higher education.

Drawing on her own teaching experiences, Dr Susannah French presented a case study demonstrating how implementing UDL principles in her classrooms enhanced student engagement and academic performance. By integrating flexible assessment strategies, offering multiple means of engagement, and removing unnecessary barriers to learning, she increased retention, fostered deeper critical thinking, and empowered students to take ownership of their learning - all while maintaining rigorous academic standards. Additionally, Susannah discussed how UDL 3.0 can be applied in lessons based on her experiences, highlighting practical strategies and areas where her own practice could have been further improved using these guidelines.

This session debunked the persistent misconception that inclusive practices require lowering expectations. Instead, it highlighted evidence-based strategies that promoted high academic achievement by aligning curriculum, assessment, and instruction with UDL 3.0 guidelines. Attendees gained insights into how inclusive teaching enhances, not compromises, excellence, particularly when institutions prioritise accessibility as a core pedagogical value rather than an afterthought.

Participants were presented with practical strategies for embedding UDL in their own teaching and institutional policies, ensuring that academic excellence and inclusivity work hand in hand.

By embracing UDL, we are not lowering standards - we are raising the bar for what true academic excellence should look like. It is time to move beyond excuses and reimagine education in ways that are both rigorous and equitable.