Universal Design for Learning in Action: designing for inclusive and socially just learning in Postgraduate Education
Nicolls, Barbara, Chiefe, Gaff, Davis, Heather and Reeves, Lucinder (2026) Universal Design for Learning in Action: designing for inclusive and socially just learning in Postgraduate Education. In: Advance HE Inclusive Pedagogies Symposium 2026, 19th May 2026, Virtual.
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Abstract
This work in progress case study examines how Universal Design for Learning (UDL) was enacted within a UK PGCert Practice Education across two cohorts (2023–24; 2024–25). Design enactment included multiple learning spaces—synchronous face to face and online sessions, asynchronous discussion forums and always open digital escape rooms supporting learner choice, accessibility and self regulation. Framed by UDL guidelines and literature on inclusive pedagogy, wellbeing and belonging, the study surfaces both gains (engagement, assessment choice, participation across modes) and persistent tensions (workload, assessment parity, digital equity). The session aligns with the symposium’s focus on honest dialogue about inclusive practice with brief contributions from PGCert participants. (CAST, 2024; Meyer, Rose and Gordon, 2014; Thomas, 2012)
| Item Type: | Conference or Workshop Item (Paper) |
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| Depositing User: | Research and Knowledge Exchange Office Admin 1 |
| Date Deposited: | 25 Jun 2026 09:51 |
| Last Modified: | 25 Jun 2026 09:51 |
| URI: | https://bnu.repository.guildhe.ac.uk/id/eprint/21070 |
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