The number of students with disabilities in higher education has progressively increased in a decade. Therefore, a flexible learning environment should be designed for all students, including those students with special needs, who could then gain equal access to education. By reviewing 9 peer-reviewed studies to investigate the perspective of faculty in universities, this paper explored the attitudes, levels of use, and important factors about the implications of universal design (UD) -based curriculum, e.g. universal design for learning (UDL), universal design for instruction (UDI), and universal instructional design (UID). The results of literature analysis showed that faculty's attitudes were positive toward UDL, but not to a high degree. Additionally, the level of use of UDL was low. However, receiving UD-related training was the most important factor affecting the implementation of UD-based curriculum. Finally, some suggestions were proposed for constructing an UD-based environment in the future.