Evidence-Based Practices for the Psychology Classroom Derived from Universal Design for Learning
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Although Universal Design for Learning (UDL) is a ubiquitous phrase higher education, we invite psychology instructors, researchers, and educational developers to look beyond UDL as a checklist of course design elements. The UDL framework was designed for and continues to be in dialogue with our disabled students and their educational experiences. In this article, we introduce the reader to the fundamentals of UDL, briefly review the empirical evidence supporting the framework, and suggest how instructors can apply the evidence-based practices derived from UDL in their own classrooms. Importantly, we end the article by drawing attention to disability justice, to which UDL is inextricably linked.
