Abstract
This systematic review explored methods of UDL implementation for postsecondary students with and without disabilities and the degree to which these methods are effective. The authors examined 17 empirically based studies published across 12 journals focused on the application of UDL principles. The studies were analyzed with regard to 1) participant information, 2) courses and delivery mode, 3) independent and dependent variables, 4) implementation strategies, and 5) effectiveness of implementation. The analysis revealed that 15 of the studies reported effective outcomes, one study resulted in blended effects, and one did not discuss implementation. Two studies used a blended delivery mode for special education courses, and four studies used online delivery modes for a teacher education course and three professional development programs. Other studies used face-to-face instruction for teacher education, general courses, and workshops. The most common independent variables were UDL principle-based course design and implementation, followed by hands-on activities, training of instructors, peer-led team learning, and a collaborative professional development model. The dependent variables included course evaluation, learning outcomes, such as revision of lesson plans and technology use, and level of confidence or acquisition of knowledge about UDL and disabilities. Finally, multiple instructional strategies focusing on the UDL principles were utilized, to include web-based computer-mediated communication, web-based class management systems, interactions with technology and other participants, and learning community. Overall, the findings revealed promising learning outcomes as supported by the existing literature regarding the effectiveness and practicality of UDL for students with and without disabilities at the postsecondary level.
Highlights
According to the Institute of Education Sciences [1], those with a learning disability (LD) and/or attention deficit hyperactivity disorder (ADHD) collectively represent almost half of all students with disabilities (SDs) attending two- and four-year postsecondary institutions
Two studies conducted experimental and control group comparisons, while three used pre- and posttests. (Table 1 does not call out the implementation strategies in a separate column; rather, the strategies are nested within the other table columns as part of implementation, delivery modes, or elements of universal design for learning (UDL).)
This systematic review revealed that the outcomes of UDL implementation in 15 of the 17 studies examined were effective for coursework or professional development programs
Summary
According to the Institute of Education Sciences [1], those with a learning disability (LD) and/or attention deficit hyperactivity disorder (ADHD) collectively represent almost half of all students with disabilities (SDs) attending two- and four-year postsecondary institutions. Their attendance rate (60.9%) is lower than those of typically developing students (62.1%) [2], as is their college completion rate (37.5% and 51.2%, respectively) [3]. While considerable research has been conducted on curriculum and/or strategies for increasing learning outcomes for students without disabilities at the postsecondary level (e.g., [10]), few investigations have addressed such solutions for SDs [11]
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