ABSTRACT
This chapter seeks to identify challenges and achievements when it comes to introducing and implementing values and practice of Universal Design for Learning (UDL) to Higher Education institutions’ students and staff (academics, administrators and management). The chapter describes how these issues were explored within an ERASMUS+ funded project called Universal Design for Learning: A License to Learn, and are based on the lived exemplification of collaborative work in HEIs that moves beyond borders to involve partners from different cultures, roles, other disciplines and countries. A fundamental part of the work is the description and analysis of the different stakeholder groups when it comes to ideas, views, assumptions, contributions and behaviors they have identified within their institutions that either inhibit or encourage a culture of inclusion. Finally, the chapter will share what motivates each group to engage in the process and their concrete strategies and role in building a culture of Universal Design for Learning.
