This participatory action research (PAR) dissertation study investigates the implementation of Universal Design for Learning (UDL) principles by community college faculty in first-year writing courses to support students with learning disabilities at a New Jersey community college. Through a collaborative approach involving faculty as active participants, the study explores how UDL guidelines are integrated into writing assignments for ENG 101 and ENG 102. Through iterative cycles of planning, action, observation, and reflection, the research explores how faculty implement UDL guidelines to enhance accessibility and inclusivity in their writing assignments. Data collection methods include focus group interviews, document analysis, and the researcher's reflective journals to capture faculty perspectives, challenges encountered, and adaptations made in implementing UDL. The study aims to generate actionable insights into effective UDL implementation strategies that enhance accessibility and inclusivity in first-year writing courses. Findings contribute to the broader discourse on inclusive education in community colleges, offering practical recommendations for faculty professional development, institutional policy development, and support services alignment to better meet the diverse needs of students with learning disabilities. Ultimately, this research seeks to empower faculty with knowledge and tools to create equitable learning environments that foster academic success for all students. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]