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Implementing UDL in a University Setting: Overcoming Barriers One Checkpoint at a Time
Book chapter

Implementing UDL in a University Setting: Overcoming Barriers One Checkpoint at a Time

Andy Smidt, Tonnette Stanford, Dagmar Kminiak, Isobelle Montague and Jessica Buhne
Building Inclusive Education in K-12 Classrooms and Higher Education: Theories and Principles, pp.39-58
IGI Global
2023
DOI: https://doi.org/10.4018/978-1-6684-7370-2.ch003

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Abstract

UDL principles are not consistently applied in the tertiary sector in Australia and appear infrequently in government policies. There is limited research about UDL in Australia and few studies that describe the challenges in implementing UDL across a whole tertiary institution. In this chapter the authors present an approach taken at the University of Sydney, focusing on supporting academics to understand UDL, identify areas in their own teaching that already use UDL principles, and select one or two new strategies to add to their courses each year. This approach starts with an acknowledgement that change is challenging, and that change can be incremental rather than requiring a whole course review to embed UDL principles. The authors identified institution-specific levels to support academics to choose strategies that would be relatively easy to implement. To date, teaching staff who have used these resources have found them valuable.

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