Abstract

This research seeks to bridge the gap between K–12 inclusion practices and the realities of higher education by exploring how universal design, institutional support, and educators’ belief systems can create more inclusive environments and support students to have higher grades and more intrinsic mastery of the subject matter. It is not enough to mandate inclusion; we must actively build systems that support all learners, regardless of whether their disability is visible, diagnosed, or self-identified. This study looked at the efficacy of universal classroom design in raising the median grade in a course. The median grade in this course has historically been between 80 and 90% mastery. The respondents had a similar median grade, and nearly all the students who used the available accommodations felt that they helped, as indicated by a higher median grade among those respondents, aligning with other studies that have shown that having the options available provides the option of support as students deem necessary.

Degree

Master of Arts (MA)

Degree Date

12-2025

First Advisor

Shahara'Tova Dente

Document Type

Thesis

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