Active learning, characterised by students' active involvement in the learning process, critical thinking, and hands-on experiences, is a cornerstone of effective education. It recognises that students are not passive recipients of knowledge but active participants who construct understanding through engagement.
However, individuals with disabilities often face barriers to active participation due to physical, sensory, cognitive, or communication challenges. Typically, educational resources are tailored for the 'average' learner, necessitating personal or institutional interventions to fully engage atypical learners.
In 2021, over 9% of Australian domestic students had a disability, a growing trend that has consistently increased since 2006 (Department of Education, 2021). Significantly, the success and retention rates of students with disabilities remain below the national average (Department of Education, 2021). The burgeoning cohort size coupled with the static success and retention rates underscores the need to establish accessible active learning tools that cater to students with diverse strengths, weaknesses, and learning styles.
Universal Design for Learning (UDL) is a framework for curriculum design underpinned by principles of flexibility, inclusivity, and accessibility (Taylor, 2013).
UDL principles serve as the foundation for creating flexible and accessible learning environments, emphasising the significance of multiple means of representation, engagement, and expression. Can UDL help dismantle barriers to education and empower learners of all abilities to actively engage and thrive in their academic pursuits? To this end, what strategies and tools can be implemented in a rapid and attainable manner?
This presentation will highlight the core principles of UDL and demonstrate how its implementation can foster active learning and promote student success, particularly for non-traditional learners. By exploring the transformative potential of UDL and its capacity to reshape the educational landscape by promoting inclusivity, accessibility, and active learning for all, we can build a scaffold to benefit all learners at SCU.
Department of Education. (2021). Selected higher education statistics 2021: Student data. Retrieved from https://www.education.gov.au/higher-education-statistics/student-data/selected-higher-education-statistics-2021-student-data
Taylor, C. M., & Colvin, K. L. (2013). Universal design: A tool to help college students with Asperger’s Syndrome engage on campus. About Campus, 18(3), 9–15. https://doi.org/10.1002/abc.21118