All Ireland Journal of Higher Education

Ireland’s Approach to Universal Design in Tertiary Education is Maturing: An Introduction to this Special Issue.

Richard Healy — 2024-09-24

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Universal Design as a Catalyst for Change: Introducing the Special Issue on UD in Tertiary Education.

Moira Maguire — 2024-09-24

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Exploring Staff and Faculty Perceptions of the Impact of Non-inclusive Design on Student Mental Health in Higher Education: Awareness, Impact and Responsiveness.

Frederic Fovet — 2024-09-24

This study examined the perceptions of three stakeholder groups (faculty, instructional designers, and accessibility services personnel) in relation to the impact of the design of instruction and assessment on student mental health – within a post-secondary campus in Western Canada. The study adopts a broad post-modern paradigm when examining impairment and disability and focuses on the social model of disability as a lens. The methodological approach adopted draws from the phenomenological tradition, but also borrows some tools from narrative enquiry. Inductive coding was carried out to extract thematic categories from the initial 3 interviews. These categories were then used to carry out a thematic analysis of all 13 semi-directive interviews. The themes which emerged from the analysis with most impact include: (i) impact of faulty design on student mental health, (ii) varying stakeholder awareness of this impact, (iii) notion of context specific awareness, (iv) lack of tangible proactive intervention in this sphere, (v) lack of communication between stakeholders, (vi) tension between learner mental health and the notion of challenging pedagogical outcome. The findings overall suggest that a significant degree of awareness does exist across the campus in question with regards to the impact of design of the learning experience on the mental health of students. The degree of awareness about the impact of design on student mental health varies depending on the stakeholder involved and the context, but little proactive intervention to frame guidelines, for inclusive redesign that might be conducive to good mental health, is observable in this post-secondary landscape. Communication across campus stakeholder groups is identified as a significant obstacle to transformation. The article widens the contextualization of these findings through the lens of an ecological analysis of power dynamics and communication patterns in relation to teaching and learning across a campus.

Empowering Diversity: A Case Study on Inclusive Assessment and Universal Design for Learning in a Post-Secondary Programme for Students with Intellectual Disabilities.

Donatella Camedda — 2024-09-24

Abstract.

This paper addresses inclusive assessment and Universal Design for Learning (UDL) for students with intellectual disabilities in higher education. Inclusive assessment entails the creation and application of assessment methods and practices that are both fair and effective, allowing every student to showcase their complete capabilities in terms of knowledge, comprehension, and skills. Universal Design for Learning (UDL) is an instructional approach designed to make curriculum and learning more accessible for every student. Presenting findings of a case study from a post-secondary education programme for students with intellectual disabilities in an Irish university, this article aims to contribute to the knowledge gap existing on this topic in the current literature. The study explored students’ perspectives on inclusive assessment which had been designed and implemented using a UDL approach in a two-year full time Level 5 National Framework of Qualifications (NFQ) course. Adopting a mixed-method approach, the students were invited to take part in two focus groups and to complete an online anonymous qualitative survey structured in an easy-to-read format. The survey and focus group findings provided valuable insights into student perspectives on assessment within the course, designed on UDL principles. Students recognized the multiple means approach in assessment as beneficial, enabling them to express learning without extra accommodations. Challenges cited include time management, assignment preference, and system consistency. Despite occasional anxiety, students felt empowered by engagement with assessments. Suggestions for improvement included more regular feedback, consistency in coursework management, and diverse assignment delivery options. The results of the case study underscored the significance of student voice regarding assessment, emphasising its invaluable role in advancing inclusive practices within a curriculum that adopts a UDL-based approach.

Universal Design in Design Education: Developing a Framework of Cross-Continental Perspectives.

P.J. White — 2024-09-24

Since the 1990s, the principles of Universal Design have offered design educators overarching guidelines to ensure the greatest extent of users are included in the design process. Universal Design education has grown widely, in turn inspiring the development of Universal Design for Learning. Universal Design education for design programmes at university level is evolving with an emphasis on addressing global challenges in inclusion. As a result of this change, the conditions in which we embed Universal Design in programmes and curricula need to be understood in greater detail. In this short paper, we initiate research on embedding Universal Design in design education at university level in a global context. We have developed a draft framework by gaining the cross-continental perspectives and reflections of senior design educators working in South America and Europe. The framework shows that the conditions for embedding Universal Design in design education rely on the application of real-world research overlapping with the creation of suitable learning environments for Universal Design. The findings of this draft framework will be leveraged to develop a deeper understanding of Universal Design across continents. The next stage of this research will be to expand the study with design educators in Asia, North America, Australia/Oceania and Africa.

Enhancing Practical Pedagogy: A UDL Perspective on the Value of Videos for Practical Class Preparation among Third-Level Student-Teachers in Science Education

Clare Finnegan — 2024-09-24

In higher education science courses, practical laboratory classes pose issues of accessibility, limited student autonomy and mounting evidence that students are not engaging in independent preparation for these classes. Videos are an established tool for helping to embed Universal Design for Learning (UDL) principles into the classroom. Although videos have been used to support lab instruction, research on their effectiveness largely focuses on the effects on academic achievement and studies a pre-digital native era of learner. This study sought to explore student behaviour towards preparation for lab classes and their perceptions of the utility of technique videos to aid their preparation. This was researched by surveying third level students studying science modules as part of initial teacher education using a survey tool with substantial qualitative elements. Three themes emerged from the analysis surrounding student confidence, autonomy and, surprisingly, student emotional well-being. Findings outline a potential role for videos in supporting student engagement in the typically rigid classroom lab setting. This evidence suggests that effective usage of videos could inform pedagogy and curriculum design in subjects where UDL principles have been difficult to incorporate. This could unlock new opportunities to widen participation and inclusion across higher education.

A Retrospective Account of Collaborative Working to Create Sustainable Change Impact on Equity of Experience for All in Tertiary Education.

Margaret Finch — 2024-09-24

The collaborative reflective practice paper attempts to share an insight to the outputs and processes of several national collaborative projects advanced over the course of academic years 2022-2023 and 2023-2024 in the Irish tertiary education sector. The paper shares the realities of national collaborative working, challenges, and opportunities to create sustainable whole systems impact to enhance equity of access, engagement, and experience for all in Irish tertiary education sector.

Democratising UDL Professional Development in Higher Education through Partnership and Platforming Local Leadership

Bairbre Fleming — 2024-09-24

Abstract.

In this case study, the authors describe a targeted programme which facilitates the widespread undertaking of training in Universal Design across their institution. This programme is a key part of the strategic whole institution approach to inclusion pioneered in and adopted by University College Dublin (UCD). The programme creates and empowers faculty to be local leaders in inclusion and Universal Design, and provides them with the structure, support and a community of practice in order to achieve the programme goals. The community of practice has been crucial to the success of the programme, particularly the partnership element. Since the inception of the programme, the number of colleagues completing training in Universal Design has increased threefold and has greatly raised the institutional awareness of the need for adopting Universal Design practices and created a sense of urgency behind it. Flexibility of the programme structure, the funding streams and leadership buy-in are recognised as vital ingredients for implementation.

UDL and the Social/Emotional Aspects of Learning: Embedding Mental Wellbeing is Everyone's Business

Rachel Davies — 2024-09-24

Abstract.

The emotional aspects of learning are important but sometimes neglected elements of Universal Design for Learning (UDL). This paper discusses a multi-faceted project to embed mental wellbeing at De Montfort University, Leicester, a UK university with an established UDL policy. The project encompassed the development of teacher training to consider student variability in emotional responses to learning; the provision of tutor resources to support the embedding of learning about wellbeing within the curriculum; and approaches to sharing practice across the campus. This paper argues that academic staff are key players in the support of students’ mental wellbeing and that a whole organisation approach, rather than a narrow focus on the provision of mental health support services, is an effective route to improving students’ mental wellbeing.

Pedagogical Partners: Designing Teaching & Learning Experiences that Foster Inclusion and Equity by Elevating Student Perspectives

Bonnie Mullinix — 2024-09-24

This paper describes the 2023 pilot of a Pedagogical Partners project situated within the Centre for the Integration of Research, Teaching and Learning (CIRTL) at University College Cork (UCC). This project was intentionally designed to elevate and amplify student voices across diverse identities and perspectives with the goal of improving inclusive learning experiences and equity-minded teaching practices in higher education. Building on the literature on pedagogical partnerships and inclusive, equity-minded teaching, we share experience-informed insights from this pilot project at UCC. In this HEA/Path 4 funded initiative, undergraduate students selected for their rich array of intersectional identities were partnered with teaching staff interested in exploring how to make their teaching approaches more inclusive. The opportunity to focus on inclusive teaching practices informed by student observation, voice and Universal Design principles has proven to be highly generative and yielded enhanced learning experiences for all involved. Our explicitly equity-minded approach contributes to a growing focus of pedagogical partnership work, research and literature in recent years. As expected in any emergent practice, the supporting research for pedagogical partnerships focusing on inclusion and equity is sparse and there is need to add to this limited extant research. We respond by offering this exploratory case study and describing the design, structure, training and support strategies implemented in our pilot of this Pedagogical Partnership Project. It is our hope that sharing our experience will help others to pursue their own pedagogical partnerships aimed at elevating student voice to inform and enact inclusive educational approaches that enhance learning for all students.

How Universal Design for Learning Can Support and Retain STEM Learners Across Tertiary Education: A Perspective

Tracy Galvin — 2024-09-24

Abstract.

This critical perspective aims to showcase good practices across STEM disciplines, in particular chemistry and chemical engineering, and how Universal Design for Learning (UDL) can drive and support the inclusion agenda as well as complement university priorities.

With the ever-increasing opportunities and access to university courses/programmes comes diversity in the student population, including in STEM (Science, Technology, Engineering and Mathematics) subjects. This variability includes: gender, international students, mature students, ethnic groups, parents, first generation, neurodiverse learners and students with disabilities. As learner variability comes with such rich diversity and lived experiences this can bring added value to the learning experiences gained from others. However, this diversity and intersectionality can bring many challenges for educators to ensure representation of learners within the content, as well as provision of inclusivity and equity of opportunity. These opportunities apply not only to the provision of access but, more importantly, are key for retention and progression to complete and succeed within a course/programme (Casanova et al. 2023). Consequently, rather than taking a retrofit approach, or focus on differentiation, content needs to be more universal and accessible by assuming from the outset that under-represented learners and those on the margins are in your classroom. So, while planning and designing for a learner-centric inclusive environment, it is necessary to always consider who is advantaged and who is disadvantaged.

This Perspective discusses work of practitioners sharing experiences of embedding inclusion and accessibility within STEM settings. Through this discussion, the authors highlight the benefits of UDL, reflect on some personal experiences and then briefly discuss the future of embedding UDL into STEM subjects.

Partnership as a New way of Teaching and Learning: Reflection on my UDL Journey

Nataliya Romanyatova — 2024-09-24

The article explores different types of academic partnerships through Gamification, Active learning, and the Universal Design for Learning (UDL) for effective collaboration between students, staff, and subject matter experts in curriculum design and content development. It presents practical teaching examples that may be relevant to various educational environments with a specific emphasis on the three UDL framework principles: multiple means of engagement, representation, and action and expression. The author reflects on the UDL journey in the Level 7 Bachelor of Science Additive Manufacturing programme design and delivery for the School of Engineering, SETU, and how that reflection may resonate with a broader cohort of teachers and educators. The paper highlights the importance of the student’s voice and how it can be included in the learning process to make everyone feel involved, ‘heard,’ and responsible for the work outcome. The article considers partnership as a new addition to teaching and learning that can support the development of soft skills like problem-solving, critical thinking, team building, and time management and encourage engagement and collaboration through co-design, co-learning, and co-development.

Assessment and Feedback in Tertiary Education: A Reflection on Methods that Facilitate Inclusion Within Programmes of Education for Healthcare Assistants and Phlebotomists.

Geraldine Kyle — 2024-09-24

This work is a collaboration between a Registered Nurse Tutor and a Healthcare Assistant (HCA) colleague who has recently completed an Advanced Certificate in Phlebotomy. The authors have provided context on the education and career progression of HCAs in Ireland.

The work discusses the importance of accessible alternatives for HCA education and how Universal Design for Learning (UDL) can scaffold learning for learners who are studying a practical topic underpinned by theory. The Advanced Certificate in Phlebotomy is presented as an example of such an education programme. The evolution of UDL principles within the programme are discussed. A reflective essay written by the learner is used as an example of an assessment that facilitates progressive assessment and conforms to the principles of the Universal Design for Learning Principles and reflective practice.

Assessment strategies that are fit for purpose and can facilitate progression are essential for safe, competent practitioners who must regularly update their skills and knowledge in the workplace.

Embracing Diversity: Navigating Universal Design for Learning in Higher Education (HE) for First-Year Undergraduate Students.

Melissa Lynch — 2024-09-24

This paper presents reflections from a fledgling higher education (HE) lecturer navigating the integration of Universal Design for Learning (UDL) principles into the pedagogical landscape for first-year undergraduate Education and Training students. With a keen focus on enhancing inclusivity, the lecturer engages in a critical examination of teaching practices, striving to create an environment catering to diverse learning needs. The implementation of UDL, a framework promoting flexible instructional methods, emerges as a central theme, as this educator explores innovative approaches to address the varied academic backgrounds and diverse learning needs of undergraduate first-year students.

Through self-reflection and experiential insights, this paper unfolds the lecturer's evolving understanding of UDL and its application in higher education contexts. Challenges encountered, successes achieved, and lessons learned from integral parts of the narrative, shedding light on the dynamic process of incorporating inclusive practices. As the lecturer grapples with adapting traditional teaching methodologies, the paper captures the transformative journey toward fostering an inclusive learning environment that not only accommodates but also celebrates the diversity inherent in the first-year undergraduate student population. Ultimately, this exploration contributes valuable perspectives to the ongoing discourse on implementing UDL in HE for the benefit of both educators and students.

Keywords: Universal Design for Learning (UDL); Higher Education (HE); Inclusivity; Pedagogical Landscape; First-year Undergraduate Students; Reflections.

Universal Design for Learning as a Two-Pronged Approach to Inclusive Practice in Initial Teacher Education in Ireland.

Annmarie Curneen — 2024-09-24

This paper examines Universal Design for Learning as a two-pronged approach to inclusive practice in Initial teacher Education programmes. The paper begins by examining diversity within the student population both in ITE programmes and Post-Primary classrooms hence demonstrating a felt need for a UDL approach to teaching, learning and assessment. The paper then goes on to discuss what we mean by inclusive education and how this is manifested in the Céim Standards for Initial Teacher Education. The paper then examines UDL as an inclusive pedagogical framework for practice and finally discusses how this may be utilised in ITE and in teaching at post-primary level. The paper concludes by highlighting the barriers to implementing a UDL framework in ITE programmes as well as emphasizing the opportunities and benefits.

Exploring the Challenges of Making Digital Language Learning Materials Accessible

Emma Riordan — 2024-09-24

There is increasing awareness of the importance of the accessibility of digital materials in higher education learning and teaching. The case of teaching languages in higher education settings can present particular challenges since the volume and variety of material required to support language learning as well as the nature of the material itself may be difficult for students to access. In this digital accessibility project, we took the example of degree-level German courses at levels A1 to B2 of the Common European Framework of Reference for Languages (CEFR), and working together with our University’s Inclusivity Unit and a student intern, we used the principles of Universal Design for Learning (UDL) to improve our online offering. We encountered particular barriers to making language learning materials accessible. We found that support from experienced language learners who are proficient in the target language is imperative and that some approaches that we routinely use in producing language learning materials may not be in line with the principles of UDL. We present the issues we encountered, as well as the solutions that we found, in order to support other practitioners who are planning to review their materials for accessibility.

Levelling The Playing Field: Using Artificial Intelligence To Make The Learning Experience More Accessible.

Geraldine McDermott — 2024-09-24

Abstract.

This paper reflects on the potential use of AI in a higher education setting to support learners and provide a more equitable educational experience. Whilst much media discussion suggests that AI is a threat to higher education, we offer a different perspective and argue that AI can help students to overcome barriers to learning, such as language deficiencies, or specific learning difficulties such as dyslexia. With the premise that UDL is an approach that enhances accessibility, we contend that AI can be used effectively to create a more inclusive and equitable learning environment.

The authors also provide practical suggestions on including AI within teaching, learning and assessment, so that students use AI ethically, and in line with their institution’s academic integrity policies. AI can help with grammar and spelling, identify suitable literature, summarise complex research articles, or provide structure for writing. However, attributing AI sources is imperative to maintain academic integrity and students need guidance and support from faculty about what is/is not acceptable within their discipline and their institution.

The reflection finishes with a call to action for educators, to engage with AI, to have a conversation with students about it and to discuss its pitfalls and potential as it relates to learning within their discipline.

The The TCD Sense Map's Role in Fostering Sensory Inclusivity at Trinity College Dublin

Declan Treanor — 2024-09-24

Abstract:
Trinity College Dublin's commitment to inclusivity has taken a significant leap forward with the development of the TCD Sense Map. This innovative tool was designed to empower Trinity students and staff to better navigate college environments, by providing detailed information on the sensory characteristics, physical access, and use of spaces. It further provides a platform for students and staff to share knowledge about various spaces. This article delves into the project's background, objectives, and the collaborative efforts that made it possible, highlighting its impact on creating a more inclusive educational environment. This development is part of the overall TCD Sense project at Trinity College Dublin, which focuses on sensory inclusivity for neurodivergent students as well as the whole university community. The project aims to enhance sensory experiences across the campus, incorporating neurodivergent perspectives in planning and execution. It involves a collaborative effort across various university departments, emphasising the importance of user feedback and continuous updates. The initiative is part of a broader commitment to inclusivity and accessibility in higher education, illustrating Trinity College's dedication to supporting.

Escape to Learn: Digital Escape Rooms and Universal Design for Learning.

Cormac Flynn — 2024-09-24

Gamification is an increasingly popular strategy to foster engagement in education. This paper reflects on digital escape rooms in the learning environment and their alignment with Universal Design for Learning (UDL) principles. Four digital escape rooms based on different anatomy and physiology themes were developed as revision exercises for a first-year biomedical engineering class. Students self-organized into small groups and completed the activities. Results from feedback surveys revealed positive student experiences, with 91% finding the activity engaging and 86% indicating its positive impact on learning. 82% of students said that the digital escape room helped create a sense of community in the class. Students commented on the development of collaborative skills, quick thinking, and coping mechanisms under pressure. Discussion centres on the alignment of digital escape rooms with UDL principles, addressing multiple means of engagement, representation, and action & expression.

Enacting Business Education Employability Skills Through a UDL Lens

Miriam Edwards — 2024-09-24

Abstract.

This article introduces the notion of synergies between employability skills embedded within the university curriculum and the Universal Design for Learning (UDL) framework. It draws on a previous study which examined the disjuncture between espoused and that of actual teaching and assessment practice of employability skills within the business curriculum. While that study produced a typology to aid in the development of these skills, this paper now considers how a UDL perspective might make the teaching more relevant to individual students and in doing so more inclusive. We argue that employability skills applied through a UDL lens is particularly appropriate since they have a common goal – to create expert learners. As defined by the UDL guidelines (CAST, 2018) such learners are purposeful and motivated, resourceful and knowledgeable, as well as being strategic and goal-directed. While this is one example of UDL underpinning effective teaching and assessment practice, it also reflects a growing awareness around the potential of UDL within higher education curriculum design.

Beyond Boundaries: A Reflection on the Implementation of Universal Design for Learning in Business School Pedagogy.

Noel Carroll — 2024-09-24

Universal Design for Learning (UDL) has the potential to enhance educational inclusivity by offering all learners equal opportunities to succeed. This reflection is based on the implementation of UDL principles in a University business school, culminating in a summary of the commonalities and differences between undergraduate and postgraduate levels, as well as presenting a range of other pertinent insights. Ultimately, this reflection calls for a global commitment to embedding UDL principles within business school pedagogy, ensuring inclusive and equitable education for an increasingly diverse student body and preparing students as tomorrows leaders to engage in positive global change, in line with United Nations SDGs.

Empowering Students through a Digital Badge in UDL.

Colin Tierney — 2024-09-24

Student empowerment is increasingly recognized as essential for fostering meaningful learning experiences and cultivating engaged citizens. This paper delves into the concepts of empowerment within the educational context, emphasizing the pivotal role of Universal Design for Learning (UDL) in promoting student agency and inclusivity. By illuminating the challenges and opportunities associated with student empowerment, the paper highlights the imperative of fostering a culture of partnership and active engagement among students and educators alike. Building upon the success of UDL initiatives in Ireland, such as the UDL Digital Badge, the paper introduces a novel initiative— the UDL Digital Badge for Students. Through a collaborative design process involving students and educators, the course aims to equip students with the knowledge, skills, and resources to advocate for inclusive learning environments and navigate the complexities of modern education. By embracing principles of equity, flexibility, and community, the course seeks to empower students to become active participants in shaping their educational journey and effecting positive change within their institutions.

Universal Design for Learning Policy in Tertiary Education in Ireland: Are We Ready to Commit?

Richard Healy — 2024-09-24

The demographics of Irish tertiary education are changing rapidly, with a growing diversity in the learner population bringing many opportunities and challenges for the sector to consider. Traditionally in Ireland, approaches to supporting diverse learners, such as those with disabilities, were predominantly through methods of differentiation and reasonable accommodation, arguably associated with the medical model of disability. Increased diversity, however, makes this approach alone unsustainable. The numbers of learners registered with support services, for example, has increased dramatically, with services now overstretched. In Ireland, focus is shifting to a greater emphasis on universal supports, synonymous with the social model of disability. There is growing interest in Universal Design for Learning (UDL) as a way in which to reduce barriers and give all learners equal opportunities. Despite this, little is known about the extent to which UDL is embedded in tertiary education policy and practice. The aim of this chapter is to examine the role of UDL in tertiary education in Ireland, focussing on three main areas: UDL within national tertiary education policy; institutional responses to UDL policy; and interest in UDL by educators.

Acknowledgement: This chapter was originally published in the Handbook of Higher Education and Disability edited by Joseph W. Madaus and Lyman L. Dukes III, in 2023 by Edward Elgar Publishing Ltd. It is reproduced with kind permission.