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 GenAI and Engaged 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.
