Launch of the International Journal for Universal Design and Universal Design for Learning (IJUDUDL)
The inaugural issue of the International Journal for Universal Design and Universal Design for Learning (IJUDUDL) has been launched. IJUDUDL will provide a peer-reviewed platform for colleagues wishing to share primary research, practice-based insights, or original ‘think pieces’ that have the potential to influence policy and practice.
Vol. 1 No. 1 (2025): Bridging Cultures and Contexts - International Approaches to Inclusive Education and Universal Design for Learning
The articles featured in this inaugural issue represent a vibrant cross-section of research, reflection, and practice from around the globe. From early childhood classrooms to higher education institutions, from inclusive pedagogy and curriculum design to technological innovation and social advocacy, the contributors illuminate how UD and UDL are being applied to shape more equitable and engaging environments. These contributions are united by a shared commitment to accessibility, learner variability, social justice, and participatory design.
The published papers will address this focus through research, best practices, or expert opinion.
Research
A Systematic Literature Review on the Effectiveness of Universal Design for Learning in Second-Level Education
Ann Devitt, Joanne Banks, Aibhin Bray, Sergio Sanchez Fuentes, Marta Sandoval, Katerina Riviou, Margaret Flood, Jean Reale, Darren Byrne, Eimear McCarthy, & Silvia Terrenzio
Towards Inclusive Learning Spaces: Unravelling Teacher-Student Dynamics in Moroccan High Schools
Nouh Alaoui Mhamdi
The Potential of Universal Design for Learning in the Research Field of Special Education: An Inclusive Perspective
Elizabete Cristina Costa-Renders
Universal Design for Learning in Irish Further and Higher Education: Educators' Knowledge & Practice
Margaret Flood
Enabling Accessible Blended Learning for Equity: A Case of a First-Year Accounting Course at the University of Cape Town
Jimmy Winfield & Cheryl Hodgkinson-Williams
Celebrating Neurodiversity: A Crucial Component of Universal Design for Learning
Julie Prentice
Towards Teacher Training and Lessons Learned: Reflecting in Action and Reflecting on Action, Translanguaging UDL from Low and Middle Income Countries (LMICs)
Chantal Samuels, Benedict Khumalo, Ikechukwu Nwanze, & Nozwelo Shanda
Best Practice
Access and Inclusion is Everyone's Business! - Promoting Universal Design Beyond the Classroom
Daniel Elliott, Bairbre Fleming, Lisa Padden, & Kathryn Orr
Designing a Digital Literacy Course Through a UDL Lens
Annjanette Bennar & Brandon Daily
Implementing UDL in Arushi: Unlocking the Potential of Students with Intellectual Disability
Sujata Bhan, Apoorva Panshikar, & Ariba Lakdawala
Universal Design for Learning with Visual Thinking Strategies: Support for Learner Engagement, Representation, and Action and Expression
Margaret Flood, Shaun Nolan, & Fred Boss
Co-creation of an Inclusive Study Skills Portal: Removing Barriers through UDL
Michelle Malomo & Sarah Purcell
Constructing Culturally Safe Learning Spaces for International Students
Sethu Sundari, Kevin Fernandez-Mills, & Lisa Mauro-Bracken
Opinion
What is Next for Universal Design for Learning? UDL 3.0 and Implications for Diverse Settings
Susie Gronseth, Margaret Flood, & Tracy Galvin
Universal Design for Learning and English as an Additional Language for Pre-service Teachers in England
Gerald Doyle
The Why, What, and How of Self-regulated Learning and the Universal Design for Learning Framework
Tracy Galvin, Colin Milligan, & Susie Gronseth
Inclusion Needs Harmony – Designing Transitions that Work for All
Mary Quirke & Barbara Ringwood
