id	author	title	date	pages	extension	mime	words	sentence	flesch	summary	cache	txt
ajod-519	Dalton, Elizabeth M.; Lyner-Cleophas, Marcia; Ferguson, Britt T.; McKenzie, Judith	Inclusion, universal design and universal design for learning in higher education: South Africa and the United States	2019		.htm	text/html	5865	215	30	With education’s movement towards providing general education for all students in the most ‘normalised’ environment, acquiring knowledge of inclusive learning and actually implementing inclusive education policies and strategies are critical for success. Abstract Background Inclusive education policies and challenges Potential solutions – Universal design and universal design for learning Universal access, inclusion and higher education Higher education programmes – Four examples of challenges and solutions Ethical considerations Discussion Recommendations Conclusion Acknowledgements References About the Author(s) Elizabeth M. Dalton Department of Communicative Disorders, University of Rhode Island, Kingston, United States Dalton Education Services International, Hope Valley, Rhode Island, United States Marcia Lyner-Cleophas Disability Unit, Stellenbosch University, Cape Town, South Africa Britt T. Ferguson Special Education, National University, San Diego, United States Judith McKenzie Disability Studies Division, University of Cape Town, Cape Town, South Africa Citation Dalton, E.M., Lyner-Cleophas, M., Ferguson, B.T. & McKenzie, J., 2019, ‘Inclusion, universal design and universal design for learning in higher education: South Africa and the United States’, African Journal of Disability 8(0), a519. https://doi.org/10.4102/ajod.v8i0.519 Opinion Paper Inclusion, universal design and universal design for learning in higher education: South Africa and the United States Elizabeth M. Dalton, Marcia Lyner-Cleophas, Britt T. Ferguson, Judith McKenzie Received: 22 Mar. 2018; Accepted: 27 Dec. 2018; Published: 29 July 2019	cache/ajod-519.htm	txt/ajod-519.txt