Inclusion, universal design and universal design for learning in higher education : South Africa and the United States
Date
2019-07-29
Journal Title
Journal ISSN
Volume Title
Publisher
AOSIS
Abstract
Around the world, institutions of higher education are recognising their responsibilities to achieve the full inclusion of individuals with differing needs and/or disabilities. The frameworks of universal design (UD) and universal design for learning (UDL) offer unique ways to build inclusiveness in our systems. The role of UD and UDL to strengthen successful inclusion of persons with differing needs in higher education programmes is presented from literature, inclusive of national and international policies and resources. Examples from South African and US institutions of higher learning are shared. Discussions of online accessibility, environmental issues, professional development, barriers to inclusion and recommendations for future development in an international context provide a vision for developing inclusive learning environments in higher education.
Description
CITATION: Dalton, E. M., et al. 2019. Inclusion, universal design and universal design for learning in higher education : South Africa and the United States. African Journal of Disability, 8:a519, doi:10.4102/ajod.v8i0.519.
The original publication is available at https://ajod.org
The original publication is available at https://ajod.org
Keywords
Universal design, Inclusive education -- South Africa, Inclusive education -- United States, Educational equalization, Inclusive learning in higher education, People with disabilities -- Education (Higher)
Citation
Dalton, E. M., et al. 2019. Inclusion, universal design and universal design for learning in higher education : South Africa and the United States. African Journal of Disability, 8:a519, doi:10.4102/ajod.v8i0.519