ABSTRACT

Universal Design for Learning (UDL) has been gradually allowing people with disabilities more inclusion in higher education. And yet, people with cognitive disabilities are still underserved in higher education, in part due to insufficient knowledge and understanding of plausible accommodations that could enable their full participation. However, the significance of integrating this population into higher education should be indisputable from a human rights perspective. Providing appropriate cognitive ramps ensures a supportive, customized environment in which all individuals can reach their potential, thereby truly fulfilling the core values of UDL. This chapter will discuss several key points. Firstly, it will answer “what is cognitive accessibility” and “How does cognitive disability manifest in higher education settings”? It will also explore why those with cognitive disabilities are often the most difficult to include in UDL platforms, and how to stretch the boundaries of UDL by incorporating cognitive ramps, such as plain language instructions, alternative, non-textual presentations, and simultaneous simplification.