Proactive Design and Inclusive Practices: Universal Design for Learning in Higher Education

This qualitative study was guided by research questions that examine what educators and personnel in higher education understand and practice as it related to inclusive practices, particularly Universal Design for Learning (UDL) and their perceptions toward diverse college student populations, specifically students with hidden dis/abilities. Further, this study gained additional understanding toward professional learning, identified barriers of students with disabilities in college, challenges higher education professionals encountered in addressing issues of ability at their institutions and their efforts toward improving teaching and learning. This research was informed by the theoretical underpinnings of UDL. Eleven college professionals participated in semi-structured interviews and were asked the same number of questions. The transcripts of their interviews were edited, coded, and organized thematically. The themes were identified from responses to the questions administered by the researcher