Transforming Higher Education Through Universal Design for Learning

Foreword; Introduction; Section 1: UDL and Strategic Leadership: A Whole University Approach to Inclusive Practice; Chapter 1: Universal Design for Learning – License to Learn: A process for mapping a Universal Design for Learning Process on to Campus learning; Chapter 2: From National Policy to University Practice: Developing an Inclusive Learning Environment within and beyond the United Kingdom; Chapter 3: Universal Design for Learning and Strategic Leadership: A Whole University Approach to Inclusive Practice; Section 2: Working in Partnership with Key Stakeholders to Engage All Students; Chapter 4: Transforming the Professor: Motivating University Students in Every Discipline Through Design; Chapter 5: The Transition to Higher Education: Applying University Design for Learning to Support Student Success; Chapter 6: Using Professional Learning Communities to Redesign Learning Environments in HEIs; Section 3: Facilitating Multiple Identities and Student Engagement; Chapter 7: Instructional Design with UDL: Addressing Learning Variability in College Courses; Chapter 8: UDL in Apprenticeships and Career Training Programs that Serve Youth with Untapped Talent; Chapter 9: Pedagogy of Seasons and UDL: The Multiple Temporalities of Learning Involving the University as a Whole; Chapter 10: Not Just Disability: Getting Traction for UDL Implementation with International Students; Section 4: Transforming Learning: Redesigning Curriculum, Format, Content and Practice; Chapter 11: Transforming Teaching and Learning in HEIs: Impacts of UDL on Professional Development of University Lecturers; Chapter 12: Cognitive Accessibility: Stretching the Boundaries of UDL in Higher Ed; Chapter 13: From Teaching Content to Teaching Students: UDL as a Vehicle for Improving Curriculum and Praxis Design; Chapter 14: Integration Through Collaboration: Building Strategic Faculty Partnerships to Shift Minds and Practices; Chapter 15: Creating Synergies Between UDL and Core Principles of the European Higher Education Area in Planning for Pre-service Teacher Education; Chapter 16: Developing Assessment and Feedback Approaches to Empower and Engage Students: A Sectoral Approach in Ireland.; Section 5: Providing access to learning for all - Enabling inclusive learning through digital literacy and technologies; Chapter 17: Restructuring the Blended Learning Environment on Campus for Equity and Opportunity through UDLChapter 18: Promoting Digital Access and Inclusivity in Open and Distance Learning in South Africa: A UDL Approach; Chapter 19: UDL, Online Accessibility, and Virtual Reality: Designing Accessible and Engaging Online Courses; Conclusion: Universal Design for Learning: A Global Framework for Realizing Inclusive Practice in Higher Education