This pilot study examined aspects of post-secondary education at Arizona State University (ASU) in relation to how Universal Design for Learning (UDL) aligned strategies are used to support students, especially those who identify as having Attention-Deficit/Hyperactivity Disorder (ADHD). Students with ADHD have different needs from peers without ADHD, particularly in self-regulation and executive function (APA, 2022). UDL strategies are designed to help create educational experiences that are accessible to diverse learners of all backgrounds, and they are implemented through three main principles: multiple means of engagement, expression, and representation (CAST, 2018). UDL guidelines which expand upon the principle of multiple means of engagement were investigated in relation to building a better framework of learning for students with ADHD at a large public university in the Southwestern US. I aimed to better understand (a) student perceptions of ASU faculties' implementation of instructional strategies aligned to UDL’s principle of multiple means of engagement (b) student perception of the benefit of using specific UDL aligned strategies, and (c) the relationship between the engagement UDL strategies used and their perceived benefit to students’ academic success. A survey was used to collect data from a sample within ASU’s population of students. The survey data were analyzed using descriptive statistics as well as an independent samples t-test to compare variables. Findings from this pilot study can greatly benefit the quality of learning that students receive, could have the potential to inform future studies, as well as provide additional data to faculty members about student perception of the use and benefit of instructional strategies aligned to the UDL principle of multiple means of engagement. With the results of the study, educators can better understand student needs and increase student academic benefit within a college environment.

Given the increasing number of students with dis/abilities entering higher education institutions (HEI), it is imperative higher education faculty have the knowledge, skills, and disposition to effectively support students with dis/abilities. Therefore, this study engaged higher education faculty at Mary Lou Fulton Teachers College (MLFTC) at Arizona State University (ASU). ASU is an institution that prides itself on being inclusive. Accordingly, MLFTC enrolls many students with a dis/ability. In spring of 2022, more than 350 MLFTC students had disclosed their dis/ability and registered for accommodations. However, there were likely many more students attending MLFTC who had chosen not to disclose their dis/ability status. Consequently, faculty members need a proactive approach to meeting the needs of students with a wide range of knowledge, skills, and experiences including students with dis/abilities.Universal Design for Learning (UDL) offers an effective framework to proactively support students with dis/abilities, even if they choose not to disclose their dis/ability status. Faculty need professional development and collaboration opportunities to develop to integrate inclusive instructional strategies aligned to UDL. This study was designed to provide higher education faculty members opportunities to develop their skills to integrate UDL in their classrooms. The participants completed three asynchronous online modules about the principles of UDL and three Innovation Configuration (IC) map design sessions. During the IC map design sessions, they co-developed an IC map articulating how they would like to see UDL operationalized in their courses. Data was collected throughout the project through a pre/post inventory, transcripts of the IC map design sessions, interviews, a classroom observation, and the co-developed IC map. The results show that faculty collaboration likely has a positive impact on faculty integrating instructional strategies aligned to UDL. However, collaboration may have a limited impact on the underlying belief system faculty have about the use of inclusive practices, especially for students who do not have a dis/ability or have chosen not to disclose their dis/ability through official university channels.