Abstract
What can we learn when we truly listen to Higher Education (HE) disabled students’ stories? In this blog, I reflect on how the experiences shared during my doctoral research, together with critical reflection on my own practice as a HE lecturer, led to my adoption of Universal Design for Learning (UDL), an educational framework which supports learners of all ages across a wide range of educational settings. I also explore how storytelling can serve as a pedagogical approach to support the implementation of UDL.