Abstract

This research study aims to identify the most valued universal design for learning (UDL) strategies by students taking the course “access tools for learning language and mathematics I.” This study also aims to describe learning facilitators and obstacles in UDL implementation. The methodological design is action-research, using a rating scale and open-ended questions. The participants involved are 80 students. The results show that UDL implementation facilitated the students’ course content understanding, encouraged active participation, and served as an introduction to professional prospects. The learning facilitators highlighted by students include the learning strategies, the resources available, and the teachers’ personal and professional characteristics. The learning obstacles include class length and classroom size and acoustics. It is concluded that UDLs improve learning opportunities since they offer multiple strategies for professional skill development to all students.