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UDL and the University: Understanding the Utility and Affordances of Universal Design for Learning in Postsecondary Contexts
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, Michigan State University, United States

Society for Information Technology & Teacher Education International Conference, in Las Vegas, NV, United States ISBN 978-1-939797-37-7 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC USA

Abstract

As college student diversity grows, so, too, do concerns about student retention and degree completion, which are often persistent problems for many colleges and universities. One framework through which educators have attempted to address this gap is Universal Design for Learning (UDL). Within the past decade, UDL has begun to establish a presence in educational policy and recommendations for best practices. Although some excellent work has been done examining UDL-aligned practices in educational settings, UDL is still somewhat adolescent in its scholarship. As a result, our capacity to understand the utility of UDL is limited. This paper offers a consideration of the current conceptualizations of UDL and UDL-aligned practices in the literature and the particular affordances (and challenges) of their implementation within postsecondary contexts.

Citation

Green, K.R. (2019). UDL and the University: Understanding the Utility and Affordances of Universal Design for Learning in Postsecondary Contexts. In K. Graziano (Ed.), Proceedings of Society for Information Technology & Teacher Education International Conference (pp. 2582-2587). Las Vegas, NV, United States: Association for the Advancement of Computing in Education (AACE). Retrieved August 13, 2020 from .

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