Universal Design for Learning in Low- and Middle-Income Countries: A Review of the Literature

Abstract

The growing importance of Universal Design for Learning (UDL) as a framework for implementing inclusive education is acknowledged in the Global Education Monitoring report of 2020. There is a lack of evidence and little guidance on how to effectively implement UDL in low- and middle-income countries (LMIC). In this context, a scoping review of the literature was commissioned by CBM Christian Blind Mission, an international non-governmental organisation, to look for evidence of current UDL practices in LMIC. The aim was to identify existing research and current gaps, and make recommendations for capacity-development resources and materials in implementing UDL in LMIC. Twenty-one articles were included in this review, of which 13 were from the African continent. While eight of these 13 articles came from South Africa, other LMIC were represented by one or two papers each. The following themes emerged deductively: capacity building of teachers, levels of technology, diversity of target audience, role of communities and families, addressing systemic inequality, and policy supporting implementation. Inductive analysis was used to consider areas that did not fit into these predetermined themes, and additional themes emerged: disability and UDL, and challenges of implementing UDL. These themes are discussed and recommendations made.