The IRMA Community
Newsletters
Research IRM
Click a keyword to search titles using our InfoSci-OnDemand powered search:
|
Applying Universal Design Principles to Support Gender-Expansive Students in Online Learning
Abstract
As higher education professionals work to reduce barriers in curriculum and instruction and cultivate inclusive online educational environments, it is crucial to address the unique challenges faced by gender-expansive students, a population that has received minimal attention in research and practice. This chapter focuses on applying universal design for learning (UDL) principles to address the challenges faced by gender-expansive students in higher education settings, particularly in online learning environments. Gender-expansive students often encounter unique social and academic hurdles that significantly impact their educational outcomes and well-being compared to their cisgender peers. This chapter delves into the alignment between UDL principles and the needs of gender-expansive students, highlighting strategies to identify and mitigate barriers to meaningful access in curriculum and instruction.
Related Content
|
Amanpreet Kaur, Harinder Singh Gill, Lokesh Jasrai, Rajiv Kumar Chopra.
© 2026.
26 pages.
|
|
Marcela Vilela França.
© 2026.
32 pages.
|
|
Mredu Goyal, Shikha Maheshwari.
© 2026.
30 pages.
|
|
Maria Concetta Carruba, Alba Caiazzo, Alessandro Barca.
© 2026.
34 pages.
|
|
Doris Chasokela, Joseph Hlongwane, Ethel Mathonsi-Tshuma.
© 2026.
32 pages.
|
|
Mehdi Kaddouri, Sabrine Jmad, Toufik Azzimani, Khalid Mhamdi, Zohra Abbadi.
© 2026.
48 pages.
|
|
Laura Furcsa, Rita Szaszkó.
© 2026.
28 pages.
|
|
|