Universal Design For Learning Principles Research Articles

Inclusive Education


 
 
 Schools and other learning environments have increasingly promoted equal educational opportunities among all students in recent years to create more inclusive learning environments. Inclusive education has impactful benefits on all students, not just those with diverse needs, as it is "the gateway to full participation in society" (United Nations, n.d, pg. 3). However, barriers to inclusion such as staff training and funding are necessary to consider in order to create and maintain meaningful, inclusive learning environments. In order to overcome these barriers to inclusive education, educators have been encouraged to integrate aspects of both Universal Design for Learning (UDL) and Differentiated Instruction (DI) to maintain the least restrictive environment while tailoring to individual student needs. The integration of UDL principles into classroom/learning environments promotes inclusion through supports for all students, including those with diverse needs. Educators can utilize strategies like the Three-Block Model of Universal Design for Learning (TBM) and ADAPT to aid them in the integration of UDL.
 
 

Implementing Gamification for Blind and Autistic People with Tangible Interfaces, Extended Reality, and Universal Design for Learning: Two Case Studies

The present study investigates the use of gamification to foster commitment and engagement among users with disabilities. Two case studies demonstrating the application of gamification are provided. The first is the development of an application to teach a blind person Mexican currency, and the second one is the creation of an application to aid individuals with autism spectrum disorder (ASD) in navigating their environment. The study reveals that universal design for learning principles can be used indirectly to adjust apps for users to utilize the software consistently. This study provides preliminary evaluations for both case studies, which were undertaken with relatively small samples. The first case study revealed that three blind individuals who took part in the review scored an average of 91.7 on the system usability scale. At the same time, the second case study involving the observation of a single individual with ASD also revealed that utilizing the designed app improved performance. Despite the limited sample size, the findings suggest that gamification may effectively encourage and generate commitment among the users with disabilities.

A Universal Design for an Adaptive Context-Aware Mobile Cloud Learning Framework Using Machine Learning

Mobile learning is becoming more and more popular today. It gained popularity recently due to the COVID-19 pandemic restrictions in 2020. However, to provide learners with appropriate educational materials in such a mobile environment, the characteristics and context of the learners must be considered. Therefore, in this paper, we propose a framework for providing an adaptive context-aware learning process considering a combination of student learning models and principles of Universal Design for Learning (UDL). The proposed system consists of components capable of detecting changes in context and adapting the way the application responds and behaves. The framework uses a machine-learning algorithm to predict learners’ characteristics and follow UDL principles to deliver enriched user experience and location-aware content and activities. An online survey was conducted with 20 undergraduate students. We analyzed their levels of satisfaction with the proposed m-learning system. From the analyzed data, we noticed that the average rating values are close to 4.5, which indicates that the proposed m-learning system complies with UDL principles and provides an adaptive and localized learning environment, thus enhancing the efficiency of the learning process and experiences. The study also investigated the impact of factors (i.e., noise level, physical activity, and location) on learners’ concentration towards the learning process. The results show that these factors have a significant impact on the learner’s concentration level.

An Evaluation of Canvas LMS through Universal Design for Learning Principles and IMS Standards

Öğrenme için Evrensel Tasarım İlkeleri (ETİ, en: UDL), yetenekleri veya engelleri ne olursa olsun öğrenmeyi tüm bireyler için erişilebilir kılmayı amaçlayan bir eğitim çerçevesidir. Bu çerçeve, eğitim materyalleri ve ortamlarının geniş bir öğrenci yelpazesi düşünülerek tasarlanarak daha kapsayıcı ve etkili öğrenme deneyimlerinin yaratılabileceği ilkesine dayanmaktadır. ETİ'nin önemli bir yönü, esnek ve uyarlanabilir öğrenme materyalleri ve ortamları yaratmak için teknolojinin, özellikle e-öğrenmenin kullanılmasıdır. E-öğrenme ile öğrenciler ders materyallerine erişebilir ve çevrimiçi etkinliklere ve tartışmalara kendi hızlarında ve kendileri için en uygun şekilde katılabilir. Bu, ders içeriğini engelli öğrenciler için daha erişilebilir hale getirmek için metin okuma araçlarının, video altyazılarının ve diğer yardımcı teknolojilerin kullanılmasını içerebilir. ETİ aynı zamanda öğrencilere farklı ortamlar (metin, resim, video ve ses gibi) ve birden çok ifade yöntemi (yazma, konuşma, çizim veya sunum) tasarlanmasında da rehberlik etmektedir. Bu, öğrencilerin kendileri için en uygun öğrenme yaklaşımlarını seçmelerine olanak tanır ve tüm öğrencilerin öğrenmek ve başarılı olmak için eşit fırsatlara sahip olmasını sağlamaya yardımcı olur. Bu makalede, ETİ ilkelerini ve e-öğrenme aracı uygulaması için IMS Küresel Standartlarını dikkate alarak Canvas öğrenme yönetim sisteminin bir değerlendirmesi sunulmaktadır.

A Case Study to Explore a UDL Evaluation Framework Based on MOOCs

In this paper, we focus on 23 undergraduate students’ application of a universal design for learning (UDL) evaluation framework for assessing a massive open online course (MOOC) in the context of a usability and accessibility university course. Using a mixed-methods approach, we first report the extent to which untrained raters agree when evaluating their course with the framework and then examine their feedback on using UDL for assessment purposes. Our results indicate user feedback provides great value for both the future development of accessible MOOCs and identifies opportunities to improve the evaluation framework. For that purpose, we suggest an iterative process comprised of refining the framework while working with students and which could help students to internalise UDL principles and guidelines to become expert learners and evaluators. The complexities and redundancies that surfaced in our research, as reported in this paper, illustrate that there is variability in the perception of both the course design and the interpretation of the framework. Results indicate that UDL cannot be applied as a list of simple checkpoints, but also provide insights into aspects of the framework that can be improved to make the framework itself more accessible to students.

Building Relationships Through Learning Design as Signature Pedagogy: Re-connecting Mature-aged Online Students with Educators

The Commencing Student Success Program (CSSP) comprises 13 evidence-based strategies for online engagement underpinned by the Universal Design for Learning principles of inclusive access to improve learner retention and engagement (Sasson et al., 2021), promoting first year student engagement and retention at the tertiary level. The program’s impact has led to it being adopted across the University’s School of Education as its signature pedagogy. The University’s unique regional context provides education to a high number of students studying by distance; often rural, mature-age, or first-in-family. Applying these strategic elements into online course design ensure a sense of support and connection is embedded, and reducing sense of isolation, throughout their studies.This presentation explores three of the core design themes underpinning the project’s ‘Basic Elements’ that support and enhance meaningful student-educator connections: 1. Social presence: For students, especially those studying purely online, feeling a sense of belonging and connection within the learning environment is imperative for positive learning experience and development of relationship-rich education philosophies (Felten & Lambert, 2020). High quality use of asynchronous Moodle videos produced by the Unit Coordinator welcome students; and walk-through assessment screencasts provide deeper explanation of task expectations, in addition to synchronous engagement via Zoom, assists student educator connections. Teacher presence, through ‘putting a face to the name’, builds positive relationships and presents Unit Coordinators in a human light (Stone & Springer, 2019). 2. Student voice: In addition to multimodal materials, student presence with others also plays an important role in building their engagement in online spaces (Reilly et al., 2012). Opportunities for learners to provide real-time feedback on each assessment task allows them to have an impact on unit design during their own studies. Utilising feedback functionality directly within the LMS embeds this feedback capture in situ, not as a separate, disconnected process. Academic staff can adjust and tailor content to meet the needs of current students. This in-unit opportunity promoting student voice, also provides ongoing de-identified student testimonials about their experiences with the task, which can highlight their value in a way that is authentic and formative for other learners. 3. Cognitive load: Meaningful and consistent design enabled clear navigational paths and sources of information. This allows students to prioritise focus on deep engagement with learning tasks, rather than problem-solving navigation of the online environment. This is critical for all students, especially those who are time-poor, mature-aged, and managing multiple responsibilities beyond study (Hoi & Le Hang, 2021). Students can access a ‘Flexible Portal’ to self-manage their assessment due dates by choosing a one-to-three-week automatic extension that suits their circumstances, providing them with agency in their learning by reducing pressure in typically heavily loaded trimester schedules. Freeing up both staff and student time on lower-order requests, allows space for richer interaction. Since the CSSP’s 2019 conception, the project team has been able to ideate and iterate the nature of the Basic Elements and their underpinning learning strategies via feedback from academic staff and students across the more than 65 teaching units the CSSP has been applied to so far. A central focus on reconnecting relationships through technology guides this process and is transferable in part or full to other institutions.

A learning design framework based on UDL principles to develop maker projects for pre-service teacher and educator training

During pre-service teacher and educator training it is essential that future teachers and educators learn how to design a learning module or a curriculum and that they master an approach of learning design, considering also inclusion and equity issues to increase participation and learning of all the students, embracing their diversities and addressing their different needs. The aim of this study is to describe an encompassing approach of learning design infused of Universal Design for Learning (UDL) that was developed and adopted within a Faculty’s Laboratory on educational technology targeted at future primary school teachers and within a Course on Maker Education for the future educators of the Degree Course in Education. This Framework is the result of the experimentation of various previous versions of it during the last two academic years and appears to promote the creation of accessible, engaging and inclusive maker education projects that meet the needs of each learner.

Suitability of Online Higher Education for Learners with Disabilities: The Students’ Voices

Online higher education has the potential to offer extra benefits for students with disabilities in comparison with campus-based universities, but it can also cause them some challenges. This case study addresses why students with disabilities choose online studies and how a fully online educational model fits their expectations and needs. Twenty-four students living with physical, sensory, mental, and learning disabilities participated in semi-structured interviews from which we identified six main themes: flexibility, accessibility, curricular design, online interaction, online collaboration, and psycho-emotional wellbeing. These students find online studies flexible, accessible, and helpful for their psycho-emotional wellbeing, but still challenging for interacting and collaborating. Our findings emphasize the importance of applying the Universal Instructional Design for Online Learning in combination with the Universal Design for Learning principles to enhance the inclusion of students with diverse profiles in online learning, as well as offering personalized support for those with severe or multiple disabilities.

An analysis of Universal Design for Learning at collegial level: effective ways to maximise learning outcomes, inclusion, and equity

ABSTRACT Universal Design for Learning (UDL) is considered to provide equitable opportunities for all learners with or without disabilities. This study aimed to examine the extent to which UDL was implemented in ESL classrooms at the university level. A mixed-method approach was conducted to explore the effective ways to maximise learning outcomes, inclusion, and equity regarding UDL principles; both students’ and teachers’ voices were addressed. Online questionnaires for students and semi-structured interviews for teachers were used to probe the UDL application in the classrooms. The findings revealed that teachers employed UDL principles in their classrooms to varying degrees. They also explored various strategies to enhance levels of engagement, representation, action, and expression. However, they experienced different tensions during the process. The study concluded with implications for researchers, teachers, and policymakers in developing a more inclusive and equitable learning environment.

Designing a Reflective Assessment with Universal Design for Learning Principles: Insights from a Speech and Language Therapy Programme

Reflection is a requirement of the regulatory bodies for trainee and practicing Allied Health Professionals, making authentic reflection on practice a typical form of assessment in Higher Education professional programmes. The pessimism of reflective assessments from authors, working in HE motivated the scoping and design of an evidence-based assessment for reflection on the BSc Speech and Language Therapy Programme at De Montfort University. This paper presents a tripartite of challenges relating to the assessment discourse for professional programmes within a neoliberal University. First, the tension between professional and academic education is highlighted, addressing key themes from the debate around whether reflection can be assessed and how. Second, this is contextualised by the Higher Education Institutional national and local measures and the implementation of ‘assessment of’ and ‘assessment for learning.’ Third, the challenges of social mobility are presented given the high-stake responsibility for equitable learning and assessment. The principles of Universal Design for Learning (UDL) are therefore explored in the context of widening participation. In response to the literature, practitioner reflections have influenced the design of an assessment which is pedagogically sound but inviting for students. This assessment is presented to demonstrate how reflective assignments may allow for creativity, individuality, and real-life value, whilst also providing a holistic judgement of students’ skills. UDL is implicit to the project and rightly aims to reduce barriers in the curriculum and the learning environment to promote inclusivity and support all students to achieve.

The beauty of universal design for learning (UDL) and why everyone in early childhood education and intervention should be using it

This article seeks to highlight the importance of consciously implementing universal design for learning principles in practice in early childhood intervention. Universal design for learning (UDL) is based on three principles: 1) providing multiple means of engagement, 2) providing multiple means of representation, and 3) providing multiple means of action and expression. The term UDL is being championed in New Zealand schools but there are few examples of how early childhood settings and early childhood kaiako can utilise it. Highlighting the three UDL principles and how they link with Te Whāriki, the early childhood curriculum, is important when supporting kaiako and early interventionists to reflect on their practice through the UDL lens. When kaiako and early interventionists focus on providing multiple ways of engaging children, multiple ways of representing information, and multiple ways of enabling action and expression, then the early childhood environments will truly be inclusive. This article outlines the three UDL principles and provides specific examples of enactment of these in early childhood environments.

Implementing Universal Design Principles in Music Teaching

Students with disabilities (SWDs) in the United States have a right to the least restrictive learning environment as enshrined in federal law. Until recently, conceptions about educating SWDs have drawn from medical models of disability (i.e., that the student must be accommodated to interact with the environment) rather than a social model of disability (i.e., that the environment can be cultivated for all kinds of individual needs). Universal Design for Learning (UDL) is an educational framework that music educators can use to shift their planning and instructional practices surrounding SWDs to encompass a social model of disability. Here, we define UDL principles, describe UDL implementation in music classroom contexts, and provide resources for further reading.

Rethinking Higher Education Unit Design: Embedding Universal Design for Learning in Online Studies

Inclusive education in Australia has resulted in a concerted push for the differentiation of pedagogical teaching approaches by educators across Kindergarten to Year 12 (K-12) learning environments. Such approaches have been shown to meet a diverse range of learner needs found in today's classrooms. While progress is evident at the primary and secondary levels of education, implementing effective inclusive practices in higher education appears stagnant. Utilising the principles of Universal Design for Learning (UDL) in a fully online pre-service teacher training unit, multiple means of representation of the learning content and multiple means of engagement were explicitly incorporated into the online unit design. This approach aimed to proactively support the engagement of all students in an online teaching and learning environment. This study provides preliminary evidence that the application of UDL principles resulted in higher levels of student engagement and lower rates of student attrition.

Tapping into the Potential of Student Engagement with Universal Design for Learning in Pedagogical Courses

This paper outlines instructional strategies and course projects that demonstrate multiple means of engagement, representation, action, and expression, the essential principles of the Universal Design for Learning (UDL). The authors first share specific practices and examples related to each of the essential principles of UDL. Next, three projects are presented to demonstrate how these principles, along with technological tools, can be infused into pedagogical courses to prepare preservice elementary teachers in inclusive, online learning environments. This paper explores how teaching strategies and online tools were chosen with purpose, to promote positive learning outcomes and to prepare preservice teachers for the blended and distance learning environments they will likely encounter as they enter into the teaching profession.

Using the UDL Framework in Inquiry-Based Science Teaching to Support Students With Extensive Support Needs in Inclusive Classrooms

The introduction of new next-generation, multidimensional science standards in the last few years has led to increased expectations in science achievement for all students, including students with extensive support needs (ESN). Inquiry-based teaching is an effective strategy to teach science to support attainment of these new expectations. However, few resources exist for teachers of students with ESN engaging in inquiry-based science instruction. The purpose of this article is to describe the Science Inquiry Lesson Supports Plan, a tool for teachers to organize inquiry-based science teaching within the Universal Design for Learning (UDL) framework for students with ESN in inclusive settings. General and special education teachers can plan science lessons using the 5E model of instruction to teach next-generation science in an inclusive setting, using UDL principles to remove barriers to learning.

Examining and improving inclusive practice in institutional academic integrity policies, procedures, teaching and support

This research aimed to analyse inclusive practice in academic integrity in the teaching, support, policies and procedures involved at one UK HE institution. Data was collected through two sets of stakeholder interviews: three students from disadvantaged groups who had experienced academic conduct investigations; eleven staff with key roles in academic integrity (teaching, student support, library, investigations, senior management, Student Union). A third set of data comprised four institutional academic integrity documents which were analysed in terms of meeting Universal Design for Learning principles for inclusion. The four main findings emerging from the study are: academic conduct processes create high levels of anxiety among students, particularly related to perceived judgement; students experience difficulty understanding academic integrity documents which lack consistency and do not meet inclusive criteria; students from certain backgrounds including widening participation, students with a disability and international non-native speakers need more institutional support in order to follow academic conduct processes and assimilate expected practice; there is a willingness among staff to try to develop more inclusive practice. The research findings led to a revised, more inclusive and educative institutional academic conduct procedure. The implication for practice is that attention is urgently needed to improve inclusive approaches to academic integrity.

UNIVERSAL DESIGN FOR LEARNING AND ASSISTIVE TECHNOLOGY FOR QUALITY EDUCATION

Universal Design for Learning (UDL) provides all students equal opportunity to succeed. The UDL principles offers exibility in the teaching learning process. Teachers are facing lot of challenges in planning teaching learning process in inclusive classrooms. Rights of Persons with disabilities RPwD Act ensures every right to receive equal opportunities in inclusive educational set up. Teachers have to ensure that all their students have to get accessibility in and around classroom to succeed in inclusive education. Students are with varied differences and need differentiated instruction. They demonstrate different types of abilities, disabilities, learning styles, learning needs and preferences. A teacher has to cater to the above diversities in a morepossible way. The general curriculum should be adapted to provide opportunities to all students to get access to participate and develop in the teaching learning process. The Rights of Persons with Disabilities Act (2016) also directs to provide accessibility to all students to learn in general curriculum. Thus, an innovative approach has to be framed to design to meet the needs of the diverse learners and here comes the concept of Universal Design for Learning (UDL).

Podcasting in higher education as a component of Universal Design for Learning: A systematic review of the literature

ABSTRACT More students with disabilities are attending university than ever before. Many universities are adopting Universal Design for Learning (UDL) as a framework for accessible course design and delivery. Audio podcasting is a strategy well-aligned with all three principles of UDL, providing students with options for engagement, representation, and expression. The current systematic review explored the use of audio podcasting in higher education and its impact on teaching and learning. A total of 17 studies were examined based on the three principles of UDL. Findings suggest that although there is limited evidence of its impact on learning, students and educators find podcasting to be a unique way to engage with content.

Universal design for learning principles and students with learning disabilities: an application with general education teachers in Saudi Arabia

PurposeThis study aims to identify the degree to which general education teachers use the principles of universal design for learning (UDL) in teaching and evaluating students with learning disabilities, moderated by gender, experience and qualification. Ethical approvals were requested and reported from teachers prior to their participation.Design/methodology/approachThis study collected questionnaire data from male and female teachers from the eastern region of the Kingdom of Saudi Arabia between 2019 and 2021.FindingsGeneral education teachers were devoted to using UDL principles for teaching and assessing students with learning disabilities. The one used most often was “Providing multiple tools for presenting information by the teacher.” Moreover, there were statistically significant differences between participants whose experiences were 5–10 and < 5 years toward the third principle (providing learning opportunities that suit individual differences among students). Additionally, there were no statistically significant differences possibly ascribed to qualification. However, there were statistically significant differences between those who held postgraduates and diploma holders, also showed that there were no statistically significant differences at <0.05 that could be ascribed to qualification variable.Originality/valueTeachers use UDL principles specifically. The current research is distinguished from previous studies as it targets teachers of general classes and measures how much they use UDL in teaching and evaluating students with learning disabilities. To the knowledge of the researcher, no Arab studies have examined this subject.

Universal Design for Learning - A framework for inclusion in Outdoor Learning

This article proposes the application of the principles of Universal Design for Learning (UDL) as a framework for promoting inclusion in outdoor learning in primary school settings. The authors conceptualise outdoor learning, highlighting the potential for more child-initiated experiential learning. Yet this paper is not concerned only with outdoor learning, but with the inclusion of all learners in outdoor learning, through enactment of the curriculum in mainstream schooling. The diverse profile of children in primary schools calls on teachers to prepare teaching, learning and assessment activities to address a wide range of social, emotional, physical, cognitive and cultural needs. Contemporary researchers recognise outdoor learning as an effective pedagogy to promote inclusion and therefore reduce the barriers for full participation in the primary classroom. UDL is offered as a framework for planning outdoor learning to support delivery of curricula that are responsive to the needs of all learners. UDL is underpinned by three principles: multiple means of engagement, representation, expression and action. Two vignettes are shared to illustrate how these principles can be applied to outdoor learning in a meaningful and sustained way. The article highlights the benefits for teachers and learners of applying UDL principles to outdoor learning to promote inclusion in the diverse primary class.