Overview

This volume explores the importance of Universal Design for Learning (UDL) as a transformative framework for inclusive and equitable education. Through chapters contributed by international scholars, it examines the practical application of UDL in various educational contexts, including higher education, assessment, language education, and lifelong learning. The book positions UDL as an essential approach for creating accessible learning environments that embrace diversity and overcome barriers. Highlighting innovative case studies and research, it serves as a resource for educators, policymakers, and researchers committed to fostering inclusivity and improving educational outcomes globally.

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Reviews

This book offers a timely and valuable exploration of Universal Design for Learning as a persuasive response to widening global educational inequalities. By connecting theory, policy, and practice, it demonstrates how UDL's flexible, learner-centred principles can aptly support inclusion, accessibility, and equity across diverse and crisis-affected educational contexts. Prof. Dr. Roberta Facchinetti Chair of English Language and Linguistics University of Verona, Italy ""Why Universal Design for Learning (UDL) Matters"" brings together a broad range of international scholarship to demonstrate both the ethical urgency and the practical power of UDL in contemporary education. Combining rigorous theoretical grounding with rich case studies, the volume spans higher education, assessment, language teaching, informal and technology-enhanced learning, and lifelong education for migrants and older adults. Hartle and Tenca's edited collection shows how learner variability can be embraced as a pedagogical resource rather than a problem. The book offers educators, researchers, and policymakers a compelling, research-informed vision of inclusive and equitable education, while providing concrete strategies for removing barriers to learning in diverse global contexts. Franca Poppi Professor of English Linguistics and Translation University of Modena and Reggio Emilia, Italy The book provides the most up-to-date investigation to date of an exciting yet still underexplored area of education: Universal Design for Learning. The breadth of topics covered is impressive. Welcome inclusions are chapters on the application of UDL to the teaching of second languages other than English. A must-read for 21st century educators at all levels! Prof. Dr. Andrea Nava Università degli Studi di Milano, Italy Hartle and Tenca's volume offers a compelling exploration of Universal Design for Learning (UDL). Through case studies spanning disability, assessment practices, and foreign language teaching, the book shows how UDL shifts attention from accommodating individual learners to redesigning institutional settings around learner variability. Rather than offering a single solution, the volume positions UDL as an evolving framework for negotiating equity in increasingly diverse educational contexts. As such, it is especially valuable for researchers and practitioners seeking to balance inclusion with rigor in contemporary education. Prof. Luciana Pedrazzini Department of Languages, Literatures, Cultures and Mediations Università degli Studi di Milano, Italy

Author Information

Prof. Sharon Hartle is an associate professor in the Department of Foreign Languages and Literatures at the University of Verona. During her career she has specialised for many years in e-learning, blended learning, assessment and multimedia materials development. Recently, however, her research has focused particularly on inclusive, accessible English Language Teaching and Universal Design for Learning (UDL). Dr. Emanuela Tenca is an assistant professor at the Saint Camillus International University of Health Sciences (UniCamillus) in Rome. Her research interests include English language teaching and learning, also from a historical perspective, inclusive and accessible foreign language education, English for Specific Purposes, and corpus-assisted discourse analysis. In 2022 she participated in a project funded by the Department of Foreign Languages and Literatures at the University of Verona for the development of an inclusive and accessible model for language learning and teaching, under the supervision of Prof. Sharon Hartle.

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