2022 – 2026
Study Title: Student perceptions of universal design for learning in practice-based social work education: Promoting inclusive and anti-ableist pedagogy
Funding: Teaching Enhancement through Scholarly Inquiry (TESI) Program, Memorial University
About the Study
Universal Design for Learning (UDL) is an educational framework that encourages educators to anticipate barriers to learning and provide flexible opportunities for student engagement, participation, and learning. Rather than relying solely on individualized accommodations, UDL emphasizes designing accessible and inclusive learning environments from the outset. Although UDL aligns closely with social work values of equity, inclusion, and social justice, there has been relatively limited research examining how students experience UDL in social work education.
This study explored undergraduate social work students’ experiences in a practice-based course intentionally designed using UDL principles. We were particularly interested in understanding how different teaching approaches shaped students’ engagement, participation, learning, and sense of inclusion.
Research Approach
Using a qualitative case study approach, we explored students’ experiences in an undergraduate social work course at Memorial University. The study included semi-structured interviews with seven undergraduate social work students, demographic questionnaires, and classroom observations using the Universal Design for Learning Observation Measurement Tool (UDL-OMT). The course incorporated UDL strategies such as recorded lectures, flexible assessments, multimodal learning materials, interactive activities, and opportunities for students to make choices about how they engaged with course content.
Project Progress
Data collection and analysis are complete, and the study findings were published in the Journal of Adult and Continuing Education in April 2026. The findings contribute to a growing body of scholarship examining how UDL can support accessibility, student engagement, and meaningful participation in professional education.
We hope this research will encourage educators and social work programs to consider how inclusive course design can reduce barriers to learning while supporting student autonomy, creativity, and belonging.
Published Findings: Goulden, A., Hollahan, J., Fardy, S., & Singh, R. (2026). “You were accomplishing learning
goals without even realizing it”: Student perceptions of universal design for learning in professional education. Journal of Adult & Continuing Education.
Publications Related to Universal Design for Learning by Team Members
Goulden, A., Singh, R., & Smith Carrier, T. (2023). Incorporating universal instructional design in social work education: A practical application. Journal of Social Work Education, 1-10.
Smith Carrier, T., Goulden, A., Singh, R. (2021). Implementing universal design for learning in social work education: A strengths perspective. In F. Fovet (Editor), Handbook of Research on Applying Universal Design for Learning Across Disciplines: Concepts, Case Studies, and Practical Implementation. IGI Global.
Presentations Related to Universal Design for Learning by Team Members
1 Goulden, A., Singh, R. & Smith-Carrier, T. (2023, May). Social justice approach to implementing universal design for learning in social work education (oral paper). Canadian Association for Social Work Education. Toronto, Ontario.
2 Goulden, A. (2019, October). Universal instructional design in social work education: Linking social justice initiatives (oral paper). Council on Social Work Education. Denver, Colorado.