Hey, We Just Learn in a Different Way: The UDL (Universal Design for Learning) Model at Higher Education in the Middle East

Roslyn Billy-Mohamed1, Carmen Medina Garriguez2
(1. Department of Teacher Education & Human Performance, Minot State University, USA;
2. Official School of Languages Málaga, Spain)

Abstract: Not everyone learns in the same way, and educational theorists such as John Dewey, Lev Vygotsky, and Howard Gardner all expressed this within their theories of learning. According to Gradel and Edson (2009), it is most likely that instructors’ course rooms will have seats filled with students that will have one or several of the following problems: learning disabilities, physical and/or sensory disabilities, English language barriers, emotional challenges, low motivation or engagement. It was the intention of the researchers to show how the Universal Design for Learning (UDL) model can help teachers detect student difficulties at an early stage in order to support students so they can reach the basic learning outcomes. Despite the fact that these students may need other accommodation services such as tutoring centers, online skills support, use of student affairs for the more specialized or even medical needs, it is possible for instructors to supply support for the different learning styles within the course room. It was the intent of the researchers to provide readers with the understanding of how to implement the UDL model within their course lectures and still maintain academic rigor.

Key words: Universal Design to Learning (UDL), academic achievement, diverse learners, accessible curriculum