Universal Design for Learning and Accessibility

Abstract

Legislation and policy are shaping the development of all facets of Irish education. Underlining many of these developments are issues embedded in inclusive practice and rights-based approaches to education. This chapter discusses the implications of these approaches with an emphasis on higher education (HE). The chapter explores accessible practice and current trends around creating accessible educational material as part of an overarching Universal Design for Learning (UDL) approach in higher education. The chapter utilises a phenomenological approach that focuses on an accessibility practitioner's perspective on the development of a community of practice (CoP) and how it led to the adoption of more inclusive UDL-based approaches. The chapter additionally investigates the design of a new postgraduate lecture on UDL constructed using an accessibility driven lens. The chapter demonstrates the benefits of accessible practice, not just for students with disabilities but to support and engage all learners and educators across the university.