Affiliation:
1. University of North Carolina at Chapel Hill, USA
Abstract
As higher education professionals work to reduce barriers in curriculum and instruction and cultivate inclusive online educational environments, it is crucial to address the unique challenges faced by gender-expansive students, a population that has received minimal attention in research and practice. This chapter focuses on applying universal design for learning (UDL) principles to address the challenges faced by gender-expansive students in higher education settings, particularly in online learning environments. Gender-expansive students often encounter unique social and academic hurdles that significantly impact their educational outcomes and well-being compared to their cisgender peers. This chapter delves into the alignment between UDL principles and the needs of gender-expansive students, highlighting strategies to identify and mitigate barriers to meaningful access in curriculum and instruction.
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