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The what, why, and how of Universal Design for Learning in higher education post-2020.
List of contents
>Implementing UDL policies and procedures 3. UDL: Different learners, different places, different circumstances 4. lang=en-US>Practical concerns of minority ethnic students: student voice and the awards gap 5. lang=en-US>Effective and culturally sensitive online teaching and learning 6. Consciousness raising: Collective responsibility and strategic thinking for UDL in Higher Education 7. Overarching themes and future directions
About the author
Nicola Martin has worked in education since 1982 and in universities since 1993. As Professor of Social Justice and Inclusive Education at London South Bank University, she conducted research into embedding inclusive practice into all aspects of student experience under the UDL umbrella.
Mike Wray is a lecturer at the University of York. He has a background delivering and managing services in the public sector to support disabled people, before moving into higher education initially as manager of the disability service at the University of the West of England.
Joanna Krupa is currently a PhD student in education at London South Bank University. Her PhD includes aspects of UDL in exploring how parents and teachers of autistic pupils can bring together their respective knowledge and experiences to contribute to a more inclusive school environment.
Summary
The what, why, and how of Universal Design for Learning in higher education post-2020.
