{"id":14311,"date":"2025-09-17T12:25:32","date_gmt":"2025-09-17T16:25:32","guid":{"rendered":"https:\/\/www.goodwin.edu\/enews\/?p=14311"},"modified":"2025-10-06T11:02:03","modified_gmt":"2025-10-06T15:02:03","slug":"udl-equity-in-education","status":"publish","type":"post","link":"https:\/\/www.goodwin.edu\/enews\/udl-equity-in-education\/","title":{"rendered":"Collaboration Without Borders: Advancing Equity in Education Through UDL"},"content":{"rendered":"

My name is Dr. Mirriam Matshidiso Moleko, and I serve as a senior lecturer at University of South Africa<\/a> (UNISA), where my work centers on foundational teaching and inclusive education strategies. I currently teach BPT 1501: Being a Professional Teacher<\/em> \u2014 a module designed to support students in developing pedagogical competencies that are both contextually responsive and learner-centered.<\/p>\n

In addition to my teaching, I supervise and mentor postgraduate students, guide research initiatives, and contribute to curriculum design that reflects UNISA\u2019s commitment to transformation, innovation, and community engagement. My focus has always been on empowering future educators to become agents of change within their communities.<\/p>\n

This commitment to equity and access is what ultimately led me to Universal Design for Learning<\/a> (UDL), a framework that has profoundly shaped my approach to teaching and learning.<\/p>\n

Exploring UDL abroad \u2014 from Boston to Goodwin<\/h2>\n
\"\"
The main entrance to Goodwin University in East Hartford, CT.<\/figcaption><\/figure>\n

My journey with UDL first began in 2022 when I was a visiting scholar at Boston College. There, I had the privilege of working with two leading UDL experts, Professors Elizabeth Dalton and Richard Jackson, who first introduced me to the framework.<\/p>\n

Later, in 2024, Professor Dalton connected me with Professor Annjanette Bennar of Goodwin University, a strong advocate for UDL. Professor Bennar encouraged me to attend Goodwin\u2019s Universal Design for Learning Institute<\/a>, where I had the privilege of learning from Professors Diana LaRocco and Robert LeGary.<\/p>\n

I was motivated to enroll because of my deep commitment to inclusive education and the transformative potential of UDL. Goodwin\u2019s reputation for excellence in this area, coupled with the expertise of its faculty and the personal recommendation from Professor Bennar, gave me the confidence that this program would align with and strengthen my work.<\/p>\n

Assessing barriers for diverse learners<\/h2>\n
\"Stock
An open MacBook Pro sitting on a brown wooden desk with a notebook, pen, and mug.<\/figcaption><\/figure>\n

At the UDL Institute, my instructors encouraged me to closely examine the learning barriers in my course, BPT 1501<\/em>, and consider how UDL principles could help address them.<\/p>\n

One of my most significant challenges as a lecturer is meeting the diverse needs of students in an open-distance e-learning environment<\/a>. My students represent a wide range of experiences and needs. Some struggle with language barriers that hinder comprehension, while others, coming from under-resourced schools, have had little exposure to online tools. Many live in deep rural areas where reliable internet makes attending live sessions nearly impossible.<\/p>\n

Their learning preferences also vary \u2014 visual, auditory, and beyond \u2014 which makes differentiated approaches essential. For example, in my course, students often find it difficult to interpret written scenarios due to complex language and unfamiliar academic terminology.<\/p>\n

These challenges highlight the urgency of inclusive, adaptable strategies that respect each learner\u2019s context. They also continuously motivate me to innovate, reflect, and remain flexible in my approach.<\/p>\n

Addressing barriers through UDL<\/h2>\n
\"A
Stock image of a man working on a laptop.<\/figcaption><\/figure>\n

As I progressed in my studies at Goodwin, I focused on revising the assessment design for BPT 1501. One major barrier I identified was that assessments required students to interpret scenarios written in complex academic language and respond exclusively in written form. This overlooked linguistic diversity and limited students\u2019 ability to demonstrate understanding in ways that matched their strengths.<\/p>\n

For instance, in one assignment, students were tasked with designing a teaching tool, explaining how to use it, and then posting a video on YouTube. To my dismay, nearly 70% of students did not submit the assignment \u2014 largely due to discomfort with oral presentations or unfamiliarity with the platform. When I revised the task to include a written narrative option, submission rates improved significantly.<\/p>\n

This was a powerful reminder of UDL Guideline 5.1:<\/strong> Use multiple media for communication<\/strong><\/a>, which emphasizes giving learners different ways to demonstrate their understanding.<\/p>\n

Several other UDL considerations also proved especially valuable in guiding my teaching practice:<\/p>\n