Inclusion, universal design and universal design for learning in higher education: South Africa and the United States.
Universal design
inclusion
inclusive education
universal access
universal design for learning
Journal
African journal of disability
ISSN: 2223-9170
Titre abrégé: Afr J Disabil
Pays: South Africa
ID NLM: 101623460
Informations de publication
Date de publication:
2019
2019
Historique:
received:
22
03
2018
accepted:
27
12
2018
entrez:
9
8
2019
pubmed:
9
8
2019
medline:
9
8
2019
Statut:
epublish
Résumé
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.
Identifiants
pubmed: 31392169
doi: 10.4102/ajod.v8i0.519
pii: AJOD-8-519
pmc: PMC6676777
doi:
Types de publication
Journal Article
Langues
eng
Pagination
519Déclaration de conflit d'intérêts
The authors declare that they have no financial or personal relationships that may have inappropriately influenced them in writing this article.
Références
G Ital Med Lav Ergon. 2012 Jul-Sep;34(3 Suppl):232-4
pubmed: 23405628
Psychol Rep. 2015 Jun;116(3):665-73
pubmed: 25933044
Afr J Disabil. 2012 Nov 13;1(1):13
pubmed: 28729974