Ensuring Access for All Nursing Students: Classroom Accommodations and Universal Design for Learning

Abstract

Nursing education must reflect the inclusive, patient-centered values of the profession it serves, yet support for learners with disabilities continues to be undermined by inaccessible standardized assessments, limited faculty training, and misconceptions about learner capabilities. Reasonable accommodations for learners with documented disabilities are required by law, but a sole reliance on mandated accommodations may delay needed support, stigmatize learners, and overlook the needs of those with undisclosed disabilities. Universal Design for Learning and Instruction (UDLI) offers a proactive framework that embeds accessibility into course design to benefit all learners. This article provides information about the responsibilities of nursing programs and of learners regarding accommodations and describes the use of UDLI to transform nursing education into a more inclusive, accessible, learner-centered environment. Nursing faculty can combine individualized accommodations with UDLI strategies to create learning environments that allow all nursing students to achieve academic success.