A critical discourse analysis of the concept of universal design for learning (UDL)

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Critical discourse analysis reveals barriers in education and proposes unreasonable expectations for teachers.

The analysis identifies barriers to learning related to traditional teaching methods, which fail to accommodate differences among students.
Solutions proposed by the Universal Design for Learning framework involve varied visual and verbal representations to cater to student differences.
Through a five-step critical discourse analysis of the founders' website, the study illustrates the contributing factors to educational barriers.
A vast network of actors is involved in promoting UDL, yet the demands placed on teachers may hinder effective implementation for students.

Norlund et al. (2025) studied this question.

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