Abstract
An experimental study investigated the effects of applying principles of the Universal Design for Learning (UDL). Focusing on epistemic beliefs (EBs) in inclusive science classes, we compared four groups who worked with learning environments based more or less on UDL principles and filled out an original version of a widely used EBs questionnaire or an adapted version using the Universal Design for Assessment (UDA). Based on measurement invariance analyses, a multiple indicator, and multiple cause (MIMIC) approach as well as multi-group panel models, the results do not support an outperformance of the extensive UDL environment. Moreover, the UDA-based questionnaire appears to be more adequately suited for detecting learning gains in an inclusive setting. The results emphasize how important it is to carefully adopt and introduce the UDL principles for learning and to care about test accessibility when conducting quantitative research in inclusive settings.
Highlights
The Universal Design for Learning (UDL) provides a theoretical framework for the conception of teaching that addresses the accessibility of learning content and welcoming students’ diversity
The analyses showed that items with a low factor loading are those that do not show a significant mean change in either assessment form (Table 8)
Using a quasi-experimental study, we investigated the impact of using an extensive and a focused UDL-setting on the development of epistemic beliefs in science
Summary
The Universal Design for Learning (UDL) provides a theoretical framework for the conception of teaching that addresses the accessibility of learning content and welcoming students’ diversity. The increasing diversity of learners should be met positively and serve as a resource. In this context, inclusion is defined as a term for an appreciative and welcoming approach to diversity [2,3]. UNESCO mentions education with the Sustainable Development Goals. Regardless of background, should have access to education and be able to participate in it. This will realize the right to education [4]
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