ABSTRACT
The following chapter outlines an institutional wide adoption of Universal Design for Learning (UDL) in a large Higher Education Institution (HEI) in the United Kingdom (UK). This includes the implementation of UDL principles into all student teaching (CAST 2018), along with associated developments in human resources, technology and environmental infrastructure. The UDL pedagogic benefits for students are also presented along with the unique application of UDL to all student learning, and not just for those with disabilities. Furthermore, the social model, rather than medical model, of disability describes how UDL is used to address and mitigate against legislative changes to student disability funding. To deliver the strategic benefits of UDL for the institution a middle-out approach was successfully used (Cummings et al 2005). This is discussed in relation to the robust and systematic project governance of six interrelated work streams. The chapter concludes with a brief overview of the impact of UDL on this institution, the student experience and the wider UK Higher Education (HE) sector.
