Abstract
Universal design for learning (UDL) has gained considerable attention in the field of special education, acclaimed for its promise to promote inclusion by supporting access to the general curriculum. In addition to UDL, there are two other universal design (UD) educational models referenced in the literature, universal design of instruction (UDI) and universal instructional design (UID). This descriptive review of 13 research studies conducted in pre-K–12 and post-secondary settings examined how researchers are applying and evaluating UD in educational settings. Results of the review illustrated that studies use a range of research designs to examine student outcomes and participant perceptions of UD-based curriculum and instruction. Researchers report on their application of UD principles in varied ways, with no standard formats for describing how UD is used. Based on results of the review, we provide recommendations to help establish a meaningful research base on the validity of UD in education.
Published Version
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