Implementing Universal Design for Learning in Large Post-Secondary Classrooms: Marking Inclusive Design A Reality Within the Neo-Liberal Constraints of the Enterprise Academy

Book: Implementing Transformative Student-Centered Pedagogies in the Neoliberal Academy: Constraints and Opportunities by CSMFL Publications

Ann Marie Farrell1, Frederic Fovet2
1Dublin City University, Republic of Ireland; 2Thompson Rivers University, Canada.

10.46679/9789349926912ch13
This chapter is a part of: Implementing Transformative Student-Centered Pedagogies in the Neoliberal Academy: Constraints and Opportunities
ISBN (Ebook): 978-93-49926-91-2
ISBN (Hardcover Print): 978-93-49926-11-0
ISBN (Softcover Print): 978-93-49926-31-8

© CSMFL Publications & its authors.
Published: May 05, 2026

Farrell, A. M. & Fovet, F. (2026). Implementing Universal Design for Learning in Large Post-Secondary Classrooms: Marking Inclusive Design A Reality Within the Neo-Liberal Constraints of the Enterprise Academy. In F. Fovet, Implementing Transformative Student-Centered Pedagogies in the Neoliberal Academy: Constraints and Opportunities (pp 293-322). CSMFL Publications. https://dx.doi.org/10.46679/9789349926912ch13

Abstract

Universal Design for Learning (UDL) has been catching the interest of post-secondary faculty for now over a decade, both in North America and Europe. There has been an increasing volume of field initiatives and research projects which examine the ability of the UDL framework to provide authentic inclusive classroom provisions to the full spectrum of diverse learners present in the tertiary sector. This chapter, however, identifies and examines a tension which emerges between the transformative aims of UDL as a process for inclusion on the one hand, and the business-model pressures of the neo-liberal academy on the others. One example, in particular, highlights this tension: the large tertiary classroom, and the chapter analyzes whether it is ever possible to fully implement UDL within the parameters for the large lecture hall. Business model considerations make increasing class sizes in undergraduate education increasingly appealing. This seems to create pragmatic limitations to any effort to implement UDL in these spaces. The chapter brings together the voice of two UDL scholars: one, based in North America, examines this tension from a theoretical perspective, while the second, writing from Ireland, addresses the concerns raised and demonstrates ways to achieve UDL integration even in these challenging neo-liberal formats. The chapter offers recommendations to the international reader on how to navigate this tension within their own post-secondary landscape.

Keywords: : UDL, Inclusion, Post-Secondary Landscape, Large Classrooms, Neo-Liberalism, Diverse Learners

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