HomeAnnotated BibliographiesSupporting Neurodiverse and Physically Disabled Students Higher Education Students with Disabilities Speaking out: Perceived Barriers and Opportunities of the Universal Design for Learning Framework Share: Section NavigationSkip section navigationIn this sectionAnnotated Bibliographies Affirming and Inclusive Engaged Learning for Neurodivergent Students Capstone Experiences Conditions for Meaningful Learning Global Learning Internships Learning Communities Learning on Location: Place-Based Pedagogies Mentoring Service-Learning Student-Faculty Partnership Supporting Neurodiverse and Physically Disabled Students Undergraduate Research Work-Integrated Learning Writing Transfer In and Beyond the University Reference List Entry:Griful-Freixenet, Júlia, Katrien Struyven, Meggie Verstichele, and Caroline Andries. 2017. "Higher Education Students with Disabilities Speaking out: Perceived Barriers and Opportunities of the Universal Design for Learning Framework." Disability & Society 32 (10): 1627-49. https://doi.org/10.1080/09687599.2017.1365695.About this Journal Article:This article highlights the benefit of universal design for learning (UDL) framework for students with barriers, as well as a critical analysis about why implementation of UDL on its own can create additional barriers for access and inclusion.
