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Cited by 43Disability Education and EmploymentHigher Education Practises and EngagementDisability Rights and Representation

Developing an Ecological Approach to the Strategic Implementation of UDL in Higher Education

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Fovet, Frederic·2021·Journal of Education and Learning
DOI 10.5539/jel.v10n4p27
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Abstract

This paper argues that, as Canadian Higher Education campuses embark on large scale Universal Design for Learning (UDL) implementation, it is essential for them to take the time to strategically consider inherent institutional challenges before pushing ahead. As a result, it is argued that ecological theory will represent a unique and powerful lens in this process of implementation. The first section of the paper examines two inherent dangers being perpetuated in current UDL drives on the vast majority of Canadian campuses that have embarked on this adventure: (i) overreliance on disability service providers, and (ii) a conceptualization of UDL work in silos. The second half of the paper focuses on solutions, and on the idea of developing a strategic approach to UDL integration framed around ecological theory. The paper draws on an analysis of phenomenological data emerging from the author’s own lived experience as a consultant responding regularly to the needs of post-secondary campuses with regards to the institutional adoption of UDL.

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  • Universal Design has only recently been applied in HE and research in the area is limited.

    “In light of the above considerations and given that Universal Design (UD) has only recently been applied in HE and research in the area is limited (Chiwandire 2019;Fovet 2021;Martin et al. 2019), the study focused on what we teach in Higher Education concerning UD and accessibility.”

    From Accessibility and universal design in higher education curricula: implications for inclusion/exclusion (2025) · cites this paper as Fovet 2021

    The Context section says UDL has grown increasingly popular in Canadian higher education over the last ten years, supporting a qualified version of the recent-adoption claim. The Literature Review says evidence on strategic, campus-wide implementation is sparse, but also says UDL’s relevance to higher education has been thoroughly examined. It does not support the broader claim that research on UD in higher education is limited. (LLM, conf=0.84)

    Experimental — accuracy not yet measured

  • In HE, UD and accessibility concepts are currently promoted in fragmented ways across different disciplinary fields of study.

    “In HE these concepts are currently promoted in fragmented ways across different disciplinary fields of study (Fovet 2021).”

    From Accessibility and universal design in higher education curricula: implications for inclusion/exclusion (2025) · cites this paper as Fovet 2021

    Section 4.2 says siloed collaboration in higher education leads to a fragmented view of UDL, and describes differing views among faculty, accessibility staff, and other campus units. It does not specifically say that UD and accessibility concepts are promoted in fragmented ways across different disciplinary fields of study. Page numbers are not available in our copy. (LLM, conf=0.84)

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Research works printed but not linked: 66

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Cited by

Sorted by citations

Authors
Fovet, F.
Venue
Journal of Education and Learning
Publisher
Canadian Center of Science and Education
Published
2021-05-25
Volume
10
Issue
4
Pages
27
ISSN
  • 1927-5250 (ISSN-L)
  • 1927-5269
DOI
10.5539/jel.v10n4p27
OpenAlex
W3164593837
Cited by
43
References
6
Citations by year
2026: 6 · 2025: 9 · 2024: 10 · 2023: 10 · 2022: 6 · 2021: 2
FWCI
8.75
Type
journal article
Language
en
Open access
Licence
Locations
Journal of Education and Learning (publishedVersion, cc-by)
Topics
  • Social Sciences › Safety Research › Disability Education and Employment
  • Social Sciences › Education › Higher Education Practises and Engagement
  • Social Sciences › Safety Research › Disability Rights and Representation
Keywords
Universal Design for Learning, higher education, ecological theory, strategy implementation, institutional challenges, disability services, accessibility, Canadian higher education

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