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Universal Design for Learning in Low- and Middle-Income Countries: A Review of the Literature
By McKenzie, Judith
The growing importance of Universal Design for Learning (UDL) as a framework for implementing inclusive education is acknowledged in the Global Education Monitoring report of 2020. There is a lack of evidence and little guidance on how to effectively implement UDL in low- and middle-income countries (LMIC). In this context, a scoping review of the literature was commissioned by CBM Christian Blind Mission, an international non-governmental organisation, to look for evidence of current UDL practices in LMIC. The aim was to identify existing research and current gaps, and make recommendations for capacity-development resources and materials in implementing UDL in LMIC. Twenty-one articles were included in this review, of which 13 were from the African continent. While eight of these 13 articles came from South Africa, other LMIC were represented by one or two papers each. The following themes emerged deductively: capacity building of teachers, levels of technology, diversity of target audience, role of communities and families, addressing systemic inequality, and policy supporting implementation. Inductive analysis was used to consider areas that did not fit into these predetermined themes, and additional themes emerged: disability and UDL, and challenges of implementing UDL. These themes are discussed and recommendations made. © 2024 Informa UK Limited, trading as Taylor & Francis Group.
Implementation of Universal Design for Learning in Low- and Middle-Income Countries: ‘I Thought These Principles Could Have Been Written by Me’
By McKenzie, Judith
UNESCO’s Global Education Monitoring Report (2020) strongly recommends the adoption of Universal Design for Learning (UDL) at the government level so that it becomes an integral part of countries’ inclusive education policies. However, UDL has largely been developed in high-income countries with technology as a central theme. The question is whether the purported benefits of the UDL approach can translate into low and middle-income country (LMIC) contexts. This study explores the relevance and fit of UDL to LMIC contexts by use of interviews (either individual or group) with 12 representatives of international agencies, non-governmental organizations (NGOs), and UDL experts who have experience in providing inclusive education services in LMICs. Three themes are reported: understanding of UDL, UDL supporting inclusive education, and UDL in teacher-training initiatives and capacity building. The concept of UDL is not new in LMICs, although the name may be. The potential for UDL to support inclusive education in LMICs is recognized. UDL needs to be mainstreamed in teacher training programs, and its implementation should be adapted to respond to the contextual realities of LMICs. The encounter between UDL proponents from high-income countries and education stakeholders in LMICs should be mutually enriching rather than imposing the approach from high-income countries on those in LMICs. © 2023 by the authors.
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