ADCET UDL Symposium: Beyond Accessibility - Neurodivergent Students’ Experiences of Universal Design for Learning in Higher Education

In-person presentation

There is a growing recognition of the challenges faced by neurodivergent students in higher education sectors. Consequently, there are increasing calls to embed Universal Design for Learning (UDL) principles into universities to create more inclusive learning environments. This presentation was based on my Master of Research thesis, which aimed to investigate the impact of UDL on the experiences of neurodivergent university students. 

A systematic review identified significant barriers for neurodivergent students, including unsupportive sensory environments, executive functioning challenges, and inflexible institutional policies, which contributed to frustration, burnout, and reduced motivation. Building on these findings, the empirical component examined neurodivergent students’ experiences of UDL alongside lecturers’ reports of its application, providing insight into how UDL is understood and enacted within higher education. 

The study surveyed 25 university lecturers and 51 neurodivergent students, followed by in-depth interviews with 15 neurodivergent students. Survey findings indicated that while most lecturers reported implementing UDL principles to some extent, many strategies reflected basic accessibility measures rather than deliberate alignment with UDL guidelines. Although lecturers frequently described using multiple means of engagement, representation, and action and expression, responses often revealed limited conceptual understanding of these principles.  

Overall, this indicates that while UDL has the potential to positively shape neurodivergent students’ university experiences, its impact depends on how it is enacted. Variability in interpretations, alongside the absence of clear institutional guidance, resulted in uneven implementation, making its effects difficult to distinguish. Where UDL practices were implemented, particularly those offering flexibility and choice, students reported enhanced motivation, improved understanding of content, and had more positive relationships with lecturers. This demonstrates that to fully understand the impact of UDL on the university experience of neurodivergent students, it is essential that universities support lecturers to refine and apply its principles through a compassionate approach that anticipates and responds to student diversity. 

Presenter

Ari Star is a passionate researcher and advocate and has recently completed a Master of Research at Macquarie University, where her thesis explored the influence of Universal Design for Learning (UDL) on the experiences of neurodivergent students in higher education. Ari is enthusiastic about bringing lived experience of disability to her work and enjoys participating in co-designed projects with other neurodivergent researchers. Through her research and advocacy work she aims to improve educational spaces to better anticipate and respond to the needs of neurodivergent people by listening to their preferences rather than assuming their requirements.

(June 2026)