Universal design for learning: not another slogan on the street of inclusive education

Abstract

Universal Design for Learning (UDL) is increasingly gaining currency as an approach towards achieving inclusive education by enabling the provision of flexible instructional strategies from the onset. However, there is need to find ways of navigating the hegemonic neoliberal, capitalist values controlling contemporary public education if meaningful change is to be realized. What is suggested is the necessity of paying attention to the invisible strings that control public schooling, its character and function in the society, rather than focusing only on proposing a few reforms that correct specific problems in the education system. UDL is a step towards the right direction in the pursuit of inclusive education, but much more systemic reform is needed.

Keywords:

• capitalism
• disabilities
• inclusive education
• learning
• social justice
• universal design 

Acknowledgements

The contribution of CBM Christoffel-Blindenmission Christian Blind Mission e.V. towards Dr Amani Karisa’s postdoctoral research fellowship at University of Cape Town is acknowledged. The funding of National Institute for the Humanities and Social Sciences in collaboration with the Council for the Development of Social Science Research in Africa, grant number APS16/1046, is also acknowledged. The opinions expressed in the article do not necessarily represent those of the author’s affiliations.

Disclosure statement

No potential conflict of interest was reported by the authors.