Universal design for learning: a challenge and an opportunity for Spanish universities

In Spain over the last few decades, the need to move towards inclusive universities has become apparent. The steady increase in the number of students with disabilities together with the development of both national and international legislative frameworks in favor of inclusive education have acted as catalysts for change. Recently, Spain has once again ratified its commitment to the goal of a more inclusive education by associating with the Incheon Declaration (UN, 2015) and its Framework for Action to realize Sustainable Development Goal 4 “Ensure inclusive, equitable and quality education and promote lifelong learning opportunities for all.” The term “lifelong” has directly challenged the university as an institution and made the challenge of building an inclusive university unavoidable. The research shows there are still barriers that hinder the inclusion of the entire diverse range of students in the Spanish university setting. These obstacles are prompting a rethinking of the traditional pedagogy in university classrooms. In this sense, Universal Design for Learning (UDL) is presented as one of the pedagogical models that meets this need for change. Specifically, Spanish law promotes its application in all educational programs, including at universities. This has generated a framework that has made it possible to analyze conceptual sources and their application in Spain, as well as their consideration as the foundation of innovation and research practices in the university environment. This chapter addresses UDL by contextualizing inclusive education and diversity at Spanish universities and introducing a series of future challenges and opportunities for further progress in the implementation of UDL.