Credentials Display

Karolina Gawron, OTD; Madison J. Tomlinson, OTD; Nicole U. Mohan, candidate OTD; Laura VanPuymbrouck, PhD., OTR/L


Background: Universal design for learning (UDL) is considered best-practice for embracing inclusion for students with disabilities and there is growing evidence of its effectiveness in primary, secondary, and postsecondary education. However, little is known about if and how UDL is being implemented into United States graduate allied health and medical school curriculum as well as evidence of its benefits.

Method: We used Arksey and O’Malley’s (2005) methodological framework. Search engines were: PubMed, CINAHL Complete, ERIC, GoogleScholar, and Scopus. Data were analyzed by the research team using Covidence to organize articles, screen, and complete a full-text review. Data extraction was completed by identifying key themes in the manuscripts and categorizing articles accordingly.

Results: Six studies were eligible: three intervention and three descriptive articles. Findings identify a need for UDL in these programs but research regarding the effect of implementation of this framework into medical and allied health programs is lacking.

Conclusion: There is a scarcity of research on UDL in graduate education from the United States. Much of the literature found on use of UDL in medical and allied health graduate level programs is non-experimental or descriptive. Future research is recommended to examine the impact of UDL in graduate education.


The authors declare that they have no competing financial, professional, or personal interest that might have influenced the performance or presentation of the work described in this manuscript.