Taking Universal Design Back to Its Roots: Perspectives on Accessibility and Identity in Undergraduate Mathematics

摘要: Universal Design has been promoted to address the diversity of learners in higher education. However, rarely have implementations evaluated by listening voices disabled students. For this study, we investigated perceptions three students who took part an undergraduate mathematics course designed with principles for Learning and Assessment. The study consists two parts. First, observed experiences had relation accessibility design. second consisted a further analysis identifying processes understand how they talked about their learning disabilities during course. Our results highlight many opportunities challenges that offered students, whilst also raising concerns excluded themselves from student cohort narratives. Based on our results, argue should be returned its roots connecting it social model disability. We call future research learn mistakes consider while designing, hopefully co-designing, inclusive environments mathematics.