The Promise of Universal Design in Postsecondary Education: A Literature Review.

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Bibliographic Details
Title:	The Promise of Universal Design in Postsecondary Education: A Literature Review.
Authors:	Reardon, Kyle¹, Bromley, Katherine W.¹, Unruh, Deanne¹
Source:	Journal of Postsecondary Education & Disability. Fall2021, Vol. 34 Issue 3, p209-221. 13p.
Subject Terms:	Academic accommodations, Postsecondary education, Student attitudes, Design education, *Dyslexia, Universal design
Abstract:	Institutions of higher education are facing new challenges in planning, delivering, and evaluating instruction in order to meet the needs of an increasingly diverse student population. Disability support services (DSS) offices, in turn, are often overburdened with providing and monitoring the implementation of appropriate classroom accommodations, necessitating a new model for ensuring access to instruction for all students. Frameworks aligned with the tenets of Universal Design (UD) have demonstrated effectiveness in meeting the needs of diverse learners, though there is little research investigating the effectiveness of the frameworks in postsecondary education. Therefore, a systematic review of the literature was conducted to understand the existing literature on UD to support students with disabilities in postsecondary education. The current review included articles featuring the use of UD frameworks in postsecondary, college, university, or higher education settings to meet the needs of students with disabilities. Included articles measured outcomes such as faculty attitudes and perceptions toward the implementation of UD frameworks and inclusive instruction as well as student attitudes toward and perceptions of the effective faculty implementation of UD principles in postsecondary classrooms. The results of the literature review are discussed along with implications and recommendations for DSS practitioners. [ABSTRACT FROM AUTHOR]
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Database:	Education Research Complete

Description
Abstract:	Institutions of higher education are facing new challenges in planning, delivering, and evaluating instruction in order to meet the needs of an increasingly diverse student population. Disability support services (DSS) offices, in turn, are often overburdened with providing and monitoring the implementation of appropriate classroom accommodations, necessitating a new model for ensuring access to instruction for all students. Frameworks aligned with the tenets of Universal Design (UD) have demonstrated effectiveness in meeting the needs of diverse learners, though there is little research investigating the effectiveness of the frameworks in postsecondary education. Therefore, a systematic review of the literature was conducted to understand the existing literature on UD to support students with disabilities in postsecondary education. The current review included articles featuring the use of UD frameworks in postsecondary, college, university, or higher education settings to meet the needs of students with disabilities. Included articles measured outcomes such as faculty attitudes and perceptions toward the implementation of UD frameworks and inclusive instruction as well as student attitudes toward and perceptions of the effective faculty implementation of UD principles in postsecondary classrooms. The results of the literature review are discussed along with implications and recommendations for DSS practitioners. [ABSTRACT FROM AUTHOR]
ISSN:	23797762