Towards an institutional approach: Fostering educational success through Universal Design for Learning and universal accessibility

This article is a critical reflection on the success and inclusion of marginalized or disabled people in Quebec colleges. Building on recent research on success and diversity in educational settings, this paper aims to promote the need for further research on the institutional application of models of Universal Design for Learning and universal accessibility. With a growing number of students identified as SWD (students with disabilities), the associated issues (intersectionality, culturalization, medicalization and biomedical approach, support measures, administrative management of accommodations, etc.) and the desire expressed by teachers and students to receive support and guidance adapted to their needs, an institutional paradigm shift seems to be organizing around the inclusive approach advocated by universal accessibility.