Universal design for learning: an integrative literature review and integrated model for organizational training and development

Abstract

Learning disabilities are common among employees, and they have important training and development-related implications for human resource development. However, there is limited knowledge in the field of human resource development to guide theory and practice in this area. In contrast, the field of education has made significant theoretical and practical strides to address the needs of learners with learning disabilities. Universal design for learning (UDL) is one of the most prominent developments in this area. Recognizing the need for more work on the inclusion of employees with learning disabilities and acknowledging the significant developments on this topic in the field of education, in this study, we conducted an integrative literature review of UDL research in education (N = 41). Using our findings from research conducted in the field of education, we proposed a new integrative model of UDL for organisational training and development. Our model identifies human resource development professionals, leaders, and supervisors, co-workers, and employees with learning disabilities as key actors in the UDL. Our model also details the types of inputs, activities, and products needed by organisations to achieve desirable short, medium, and long-term outcomes.

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