Hearing Faculty Perceptions of the Application of Universal Design for Learning Principles in Higher Education Learning Environments for Deaf and Hard of Hearing Students.

This study explored hearing faculty members' perceptions and practices regarding implementing universal design for learning (UDL) principles when teaching deaf and hard of hearing (DHH) students in higher education and identified the barriers that hinder their application. A qualitative phenomenological approach was employed. Data were collected through semistructured individual interviews with 10 hearing faculty members at a university in the Kingdom of Saudi Arabia. The findings indicated that most participants agreed that UDL serves as a pedagogical framework designed to customize instructional methods to promote inclusive education for students with diverse abilities and needs. Hearing faculty members reported applying UDL through advance planning, making necessary instructional adaptations, and using visual tools when teaching DHH students. The results, however, also revealed significant barriers to implementing UDL. These included limited awareness of and training in UDL principles, alongside heavy teaching workloads and the demands of university instruction, including preparing presentations, designing activities, grading assessments, and providing feedback, all of which were identified as constraints to effective UDL application. Based on these findings, the study recommends developing training programs for faculty that focus on both the conceptual and practical aspects of UDL to improve instructional practices for DHH students. It also suggested creating institutional guidelines rooted in UDL principles.