ABSTRACT
This conclusion presents some closing thoughts on the concepts covered in the preceding chapters of this book. The book suggests that an overarching Universal Design for Learning (UDL) framework provides the architectural design for embedding a culture of inclusion throughout higher education institutions (HEIs). It investigates specific organisational capacity drivers and discuss how HEIs can use stakeholder beliefs and feedback to inform professional development on to facilitate capacity for implementation of UDL within the sector. The book illustrates how the processes of inclusive change are enhanced when leadership and vision is shared among key stakeholders. It identifies that the variability of student cohorts has prompted a new way of addressing students’ engagement so that their learning takes centre stage and a major way of addressing their learning requirements comes from focused capacity building among the academic staff. The book describes the application of UDL to consider the implications of dynamically changing student populations in one Canadian university.
