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Abstract

This paper deals about the dire need for Inclusiveness in the higher education system. The reasons for the lack of inclusiveness namely – ignoring the differences among the students, biases, assumptions are outlined. The various measures to bring in inclusiveness in higher education are also discussed. Especially, Universal Design Learning – UDL as a tool to incorporate inclusiveness in higher education is dealt with some detail. Finally, the paper touches upon the need for inclusivity in the Indian context.


Equality in educational opportunities and the subsequent of knowledge makes the members of a society more knowledgeable, which in turn paves way for a mature and egalitarian civil society. Such equality in education does not start and end just by enrolling every student in the Institutions and they attending the classes. Indeed, many inequalities arise in the classroom during the teaching learning process. This happens because of certain unwarranted assumptions, treating every student with the same yardsticks (albeit -in the name of equality), committing certain systematic design errors, among other reasons. All the above anomalies are results of conveniently ignoring the existence of differences among the students. The one - serve-all system of singular educational planning and design does not cater to the diversity of students. The students differ in a variety of ways -both cognitively and demographically. The traditional system of education, (though not intentionally) does not serve equally to the varied student community. In its process of teaching and assessment, the traditional educational system does exclude certain sections of the students who do not naturally comply with its methods and the scheme of things. In this context the need for inclusivity of all students in educational planning and design has become the need of the hour.

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How to Cite
S.A. Sheik Mohamed, & R.Sivakumar. (2020). Inclusiveness in Higher Education through Universal Design Learning – UDL. Think India Journal, 22(45), 23-26. Retrieved from https://thinkindiaquarterly.org/index.php/think-india/article/view/19702