Abegglen, SandraAparicio-Ting, FabiolaArcellana-Panlilio, MayiBehjat, LalehBrown, BarbaraClancy, TracyDesJardine, PatriciaDin, CariFerreira, CarlaHughson, E. AnneKassan, AnushaKlinke, ChelseaKurz, EbbaNeuhaus, FabianPletnyova, Ganna (Anna)Paul, Robyn MaePeschl, HoustonPeschl, RosalynnSquance, RodDyjur, Patti2023-05-152023-05-152021Abegglen, S., Aparicio-Ting, F. E., Arcellana-Panlilio, M., Behjat, L., Brown, B., Clancy, T. L., DesJardine, P., Din, C., Dyjur, P., Ferreira, C., Hughson, E. A., Kassan, A., Klinke, C., Kurz, E., Neuhaus, F., Pletnyova, G., Paul, R. M., Peschl, H., Peschl, R., & Squance, R. T. (2021). Incorporating Universal Design for Learning in Disciplinary Contexts in Higher Education (M. Arcellana-Panlilio and P. Dyjur, Eds.). Calgary, AB: Taylor Institute for Teaching and Learning Guide Series.http://hdl.handle.net/1880/116535https://dx.doi.org/10.11575/PRISM/dspace/41378Research guideUniversal Design for Learning (UDL) is a set of principles that can be used to guide course design and delivery with the goal of enhancing the learning for the greatest number of students. Incorporating UDL in higher education is complex, varied and nuanced work that instructors are doing to meet the learning needs of students in their classes. In this guide we illuminate different ways in which UDL principles have been implemented across disciplines and in different ways to enhance student learning. Each chapter offers a case of how UDL has been incorporated into learning experiences in higher education. Our goal is to provide discipline-based examples of courses that illustrate how UDL can be incorporated into a higher education context. Along the way, we hope you will be inspired by the work of others. We wish you great success in your journey to teach courses that are increasingly accessible and inclusive!enAttribution 4.0 Internationaluniversal designhigher educationaccessibilitybarriersdesign for learningOther