Redesigning Blended Courses Using the Universal Design for Learning Framework: A Case of Disability Studies in Education Short Course at The University of Cape Town

Abstract

In striving to make education more inclusive to all students, partly because of the student protests and the impact of the COVID-19 pandemic on teaching and learning, the University of Cape Town (UCT) is developing models for blended learning that can improve students' learning and success. This intent directs the Centre for Innovation in Learning and Teaching to lead in a Redesigning Blended Courses project supported by Including Disability in Education in Africa research unit, on the use of Universal Design for Learning (UDL) as a flexible approach with multiple learning pathways. This chapter reports on the inclusive teaching and learning practices that were adopted for a course in Disability Studies drawing upon the UDL framework. The Disability Studies short course is presented as a case study for implementing and promoting the inclusion of students with disabilities for access, participation, and success. The authors consider the development of a contextually relevant understanding of UDL, recognising the power of the framework to integrate inclusive practices in teaching.