Promoting inclusive learning through Universal Design of Instruction (UDI): exploring the potential of UDI to enhance learning for students with visual disabilities in the classroom.

Abstract

Globally, there is an abundance of research on the Universal Design of Instruction for students with visual disabilities in universities in developed countries, yet there remains a paucity of such research and practice in a South African setting. There has been a steady increase in the number of students with disabilities in Higher Education Institutions in South Africa, with a significant number of students with visual disabilities. The study therefore capitalised on this gap and examined the potential of the Universal Design of Instruction to promote epistemological access for students with visual disabilities in the classroom within a Higher Education setting in order to maximise learning outcomes. The study was conducted at the University of KwaZulu- Natal, which has the highest number of students with disabilities in the country. At the time of the study, the institution had approximately 709 students with disabilities, with a total of 204 students with visual disabilities. The study was underpinned by applicable theoretical frameworks which included Systems Theory, Maslow's Hierarchy of Needs, Sen's Capability Approach and the Social Model of Disability. A mixed-methods approach was instituted for indepth research. A census approach was utilised for the quantitative component of the study, which entailed distributing a questionnaire to all students with visual disabilities and those that responded became the sample. The qualitative aspect entailed in-depth interviews with students with visual disabilities and purposive sampling was utilised. The analysis was done using the Statistical Package for the Social Sciences (SPSS 21 Quantitative) and NVIVO 12 (Qualitative) respectively, which produced an array of descriptive and inferential statistics. The results affirmed the dire lack of Universal Design of Instruction in the classroom, which negatively impacted on students with visual disabilities and created barriers to learning. Academic achievement was hence compromised and students felt excluded. The findings clearly indicate that the implementation of the Universal Design of Instruction can alleviate barriers to learning and promote academic outcomes. Through the findings, a conceptual Universal Design of Instruction model for the classroom was proposed, supported by correlations and the lived experiences of students with visual disabilities. Recommendations include high-level interventions, inclusive of Universal Design of Instruction being on the Executive Management Agenda, policy re-formulation, specialised Universal Design of Instruction Committees inclusive of voices of students with visual disabilities, and the re-conceptualisation of classroom and learning spaces. Future research, amongst others, generated from this study can include comparative studies of this nature with other South African Higher Education Institutions, as well as the gaps between developed and developing countries in terms of the Universal Design of Instruction in the classroom.