ABSTRACT
Although there is a preponderance of evidence in support of the fact that Universal Design for Learning remains one of the most ideal educational frameworks for addressing leaner variability, research into the knowledge base of educators regarding the phenomenon in the Ghanaian context has rather been limited. This study was aimed at assessing the knowledge levels of Graphic Design Faculties (GDFs) about the Universal Design for Learning Framework (UDL) across selected Technical Universities in Ghana. Driven quantitatively and operationalised as a simple descriptive survey, an accessible population of 61 GDFs responded to a four-point rating scale, which measured their knowledge levels in terms of their beliefs and understandings of general and specific fundamental concepts about UDL. However, data from only 51 usable copies were analysed and concluded for the study. The indication from the findings were that the GDFs in general held average or medium knowledge levels about UDL
(MM =2.521), with 43.7% of the sample recording average or medium knowledge, 25% with high knowledge, and the remaining 31.3% reported low or limited knowledge about UDL. The study yielded an urgent need to, among other interventions, develop UDL resource packs as well as provide UDL-focused continuous faculty development and training programmes by the universities to compensate for the knowledge gaps in the short to medium terms.
Keywords: knowledge levels, universal design for learning, graphic design faculties, technical universities
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