INCLUSIVE EDUCATION AND UNIVERSAL DESIGN FOR LEARNING: INNOVATIVE LEARNING ENVIRONMENTS FOR STUDENTS WITH DISABILITIES IN HIGHER EDUCATION

Abstract

This paper critically examines the role of Universal Design for Learning (UDL) in creating inclusive higher education environments for students with disabilities. Drawing on global research and the case of Uzbekistan, it explores structural barriers, technological solutions, and the role of peer collaboration in advancing equality. Using international best practices and Uzbekistan’s 2020 Law “On the Rights of Persons with Disabilities,” the article argues that embedding UDL principles into curriculum design, teaching strategies, and institutional policies is essential for the academic and social integration of disabled students.