Investigating the Impact of Universal Design for Learning: Empowering Students with Disabilities in Higher Education

Special Education Department, Universitas Lancang Kuning, 28266 Pekanbaru, Indonesia

^* Corresponding author: metasilfia_n@unilak.ac.id

Abstract

Universal Design for Learning (UDL) seeks to improve accessibility in the classroom and offer diverse students classroom experiences that are proactively designed to be flexible and inclusive for all students. UDL encourages considering complex learning factors, including structured decisions in learning design, students’ motivation to learn, and the learning environment. The UDL framework emphasises flexibility in the presentation of teaching materials, the demonstration of knowledge and skills for students, and their engagement in learning. The method used was a case study on the implementation of UDL in an Orthopedagogic course. Data collection involves in-depth interviews, participatory observation, and documentation to obtain a comprehensive overview of the subject being studied. There were eleven students enrolled and consisted of nine nondisabled students and two students with disabilities (Hearing Impairment and Vision Impairment). UDL implementation offered various means for Representation, Engagement, and Expression. The results showed that the implementation of UDL increased the confidence of students with disabilities so that students were more active to participate in lecture activities. The result of the investigating the impact of UDL can also increase the confidence of students with disabilities to express themselves and participate in lecture activities. The study’s practical application of UDL principles successfully demonstrated their potential to foster inclusive educational environments and highlighting actionable steps for broader UDL adoption in higher education.