Inclusion, universal design and universal design for learning in higher education: South Africa and the United States

African Journal of Disability

Marcia Lyner-Cleophas¹  Elizabeth M. Dalton²  Britt T. Ferguson³  Judith McKenzie⁴ 

[1] and, Dalton Education Services International, Hope Valley, Rhode Island;Department of Communicative Disorders, University of Rhode Island, Kingston, United States;Disability Unit, Stellenbosch University, Cape Town;Special Education, National University, San Diego;

关键词: Universal Design;    Universal Design for Learning;    Universal Access;    Inclusion;    Inclusive Education;   

DOI  :  10.4102/ajod.v8i0.519

来源: DOAJ

【 摘 要 】

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.

【 授权许可】

Unknown