Universal Design For Learning Research Articles

Accessible Technology Course Design Practices for Inclusivity in Nursing Education.

Nursing students are diverse in culture, abilities, and challenges. Universal Design for Learning is a logical and social model to support diverse learning methods. Accessibility tools help measure the efficacy of faculty efforts to make nursing courses accessible to all. The study examines using accessibility software to measure faculty improvements and student engagement in nursing courses over 2 academic semesters. One hundred courses were analyzed 1 year apart for accessibility improvements by nursing faculty. Course accessibility scores significantly rose year after year in almost all courses. Student usage also increased significantly. Lessons learned are presented. Accessibility improvements are worthwhile for enhancing inclusion in nursing programs and student engagement.

Building Teacher Capacity for Inclusive Education: A Professional Development Model Using Technology and UDL

This study proposes a professional development model for building Teacher capacity in Inclusive Education, utilizing technology and Universal Design for Learning (UDL) principles. The model was developed based on a review of literature on inclusive education, teacher professional development, technology integration, and Universal Design for Learning (UDL). The proposed model includes three phases: (1) pre-training activities, (2) training activities, and (3) post-training activities. Pre-training activities involve a needs assessment, goal setting, and preparation for the training. The training activities include synchronous and asynchronous online sessions, collaborative activities, and self-paced learning modules. The post-training activities focus on ongoing support, coaching, and evaluation. The proposed model incorporates Universal Design for Learning (UDL) principles to ensure that the training is accessible and effective for all teachers, regardless of their learning preferences or disabilities. Universal Design for Learning UDL works on three principles. The model incorporates the use of technology to facilitate the training and support phases, including an online learning platform and virtual coaching sessions. The UDL framework is used as a guiding principle throughout the model, ensuring that teachers have the tools and knowledge to design instruction that is accessible to all students, regardless of their learning needs or abilities. The study concludes that the proposed professional development model can effectively build teacher capacity for inclusive education and promote positive outcomes for students with diverse needs.

팬데믹 상황에서 청각장애 대학생의 수업 지원 실태

Objectives The purpose of this study was to find out the differences in support for distance learning classes that changed over time due to COVID-19, the pros and cons of taking classes according to class types, and difficulties outside of classes. Methods The study participants were 10 University students with Deaf and Hard-of-Hearing who were enrolled in a university and took lectures at the university in 2020 and 2021. The research method was a focus group interview using semi-structured questions. The interview contents were categorized and organized through qualitative analysis. Results As a result, both instructors and students have adapted to the distance learning system, and some universities have introduced shorthand support for changes in distance learning class support. As for the pros and cons of taking classes according to the type of class, face-to-face classes have the advantage of immediate exchange, but there were also difficulties in communication due to wearing a mask. The advantages of remote classes include convenience and reproducibility without restrictions of time and place. In terms of difficulties outside of class, difficulties in disconnecting exchanges and difficulties in performing assignments outside of classes appeared. Conclusions In order to improve these points, ‘quality improvement of support inside and outside of classes’, ‘teaching method utilizing the advantages of the instructor's class type based on Universal Design Learning’, and ‘education to understand hearing impairment for teachers and students taking classes together’ were proposed.

Self-Instructional Teaching Internship Module: An Evaluation

Teaching internship is the apex in the academic life of preservice teachers to ensure their readiness to teach in the actual field. To help teaching interns (TIs) thrive in their practicum, the self-instructional teaching internship (STI) module is developed. This study evaluated the module using the Plan-Do-Study-Act action research and mixed-method research design to provide evidence to aid in its second revision. The participants were 13 state university TIs. The data were gathered by using a validated questionnaire, performance appraisal, and interview guide. While descriptive statistics, percentages, and weighted means were computed for the data. The module structure and format were present and compliant with the design framework, according to experts. The TIs unanimously agreed that the module adhered to Outcome-Based Education (OBE), Technological Pedagogical Content Knowledge (TPACK), Universal Design for Learning (UDL), and comprised a useful learning resource that allowed them to recognise their shortcomings, develop relationships, and become competent as evidenced by their progressive performance. The use of the STI module in Philippine Teacher Education Institutions is encouraged.

Shaping Social Justice Values Through Inclusive Assessment and Debriefing of eLearning Modules.

Nurses need to recognize how intersectionality shapes the experiences of individuals and families navigating complex health systems. Guided reflection on complex social justice issues serves as an approach to move beyond simply understanding social determinants of health toward shaping core professional values of developing nurses to promote lasting change. Third-year Canadian undergraduate prelicensure nursing students co-created assignment expectations, completed online modules, and submitted initial reflections before class in a mandatory social justice course. In-class debriefing was based on students' reflections and cofacilitated by subject matter experts. Students completed a final reflection that focused on advocating for social change. Student feedback, reflections, and grades as well as faculty observations support the success of this interactive student-centered approach. A flexible approach to debriefing modular content informed by universal design for learning and simulation theory enables nurse educators to promote in-depth, meaningful, and lasting student learning. [J Nurs Educ. 2024;63(1):48-52.].

Fostering inclusive higher education through universal design for learning and inclusive pedagogy – EU and US faculty perceptions

ABSTRACT Academic debate highlights the need to develop suitable teaching and training practices to accompany the implementation of universal design for learning (UDL) and inclusive higher education policies. This study addresses this need by investigating the relationship between knowledge and utilization of inclusive pedagogy, on the one hand, and the degree of implementation of UDL principles, on the other hand. While inclusive pedagogy is uniquely different from UDL, the two hold great value for one another and contribute equally to advancing inclusive education. This research is based on a quantitative analysis of original data from an international survey, comparing US and EU responses. It reveals that all the variance across gender and country of employment in UDL implementation is due to knowledge and utilization of inclusive pedagogy. Therefore, we argue that higher education institutions must invest in increasing faculty understanding and practical implementation of inclusive teaching through professional development to achieve scalable UDL implementation. This will contribute to tackling new developments in international education, such as ensuring inclusive and equitable education for an increasingly diverse student body and preparing students for engaging in social justice and positive global change, in line with United Nations Sustainable Development Goals.

Necessary for some, and helpful for all: preparing music educators to reach every student

This paper puts forth the argument that the field of pre-service music teacher education in the United States must include coursework in accessible music education in order to prepare music educators to teach today’s students effectively. The percentage of students with disabilities and diagnoses in today’s schools is rising, and music educators in the U.S. are not adequately prepared to teach these students. Using the framework of “necessary for some, and helpful for all,” the paper asserts that incorporating some of the strategies and approaches of accessible music education – specifically, Universal Design for Learning and Differentiated Instruction – into undergraduate music teacher education programs would greatly increase the effectiveness of U.S. music teacher preparation.

ChemDive – a classroom planning tool for infusing Universal Design for Learning

Abstract The increasing diversity in todays’ classroom environment is a general challenge for modern societies and requires also for future chemistry teachers specific professional training. For that reason, the Universal Design for Learning (UDL) is part of our university’s master program. It is designed as a framework for an approach which also serves to make chemistry lessons more accessible. However, while implementing the UDL in the specific planning of chemistry lessons problems might often occur. Therefore, based on the UDL and on established approaches to lesson planning in chemistry education we have developed the planning tool ChemDive (Chemistry for Diversity) with different functions, allowing teachers to practice the effective planning of more accessible lessons. ChemDive is taught as part of a master’s degree seminar in preparation for a semester-long practical phase at school. We carried out the evaluation in chemistry teachers’ training in addition to the development of the tool. The study is designed as an intervention study with repeated measures at the beginning and the end of the seminar. Initial results of the quantitative evaluation (during the seminar; pre-post) of lesson planning show that students implement significantly more UDL elements after being taught the planning tool than they do without.

Towards an Inclusive Pedagogy: Applying the Universal Design for Learning in an Introduction to History of Global Art Course in Ghana

This convergent parallel mixed methods study was aimed at addressing the lack of empirical studies in the implementation of Universal Design for Learning (UDL) as an inclusive pedagogy in the Ghanaian higher education context. The overarching objective was to find out whether UDL has the potential in improving the learning processes and learning outcomes of the diverse students reading a History of Global Art course. Quantitative and qualitative data sets were garnered from 122 conveniently sampled students using an adapted version of the Inclusive Teaching Strategies Inventory-Students (ITSI-S) survey instrument. The findings of the study revealed that the UDL principles of multiple means of representation, multiple means of engagement and multiple means of action and expression impacted positively on students’ learning processes and outcomes. UDL assisted greatly in the development of collaborative, problem-solving, good time management and critical thinking skills, while increasing learners’ level of motivation. The study contends that though the UDL as an inclusive pedagogical approach requires a lot of dedication on the part of the instructor as well as a great deal of time and material resources, the accrued benefits of its implementation on the students’ learning processes and learning outcomes are far-reaching.

A neuroanatomy lab practical exam format in alignment with the universal design for learning framework.

The traditional format for neuroanatomy lab practical exams involves stations with a time limit for each station and inability to revisit stations. Timed exams have been associated with anxiety, which can lead to poor performance. In alignment with the universal design for learning (UDL), Timed Image Question and Untimed Image Question exam formats were designed to determine which format supports student success, especially for those who performed poorly in the traditional format. Only the Untimed Image Question format allowed students to revisit questions. All three formats were administered in a randomized order within a course for three cohorts of medical students. When all students' scores were analyzed together, the type of format had no effect. However, when analyses were conducted only on students who performed poorly in the traditional format, the type of format had an effect. These students increased their score, on average, by at least one grade level in the Untimed Image Question format compared to the traditional format. Students who performed well in the traditional format maintained their A, on average, in the two new formats. More students indicated Untimed Image Question as their most preferred format after experiencing all three formats. Most students associated the inability to revisit questions with high levels of anxiety. A neuroanatomy lab exam format was therefore identified as consistent with the UDL framework such that all students, regardless of test anxiety levels, can equally demonstrate what they learned. This format allowed for unlimited time per question and ability to revisit questions.

Using Google Classroom as Assistive Technology in Universally Designed Classrooms

This study focuses on the use of Google Classroom as assistive technology in inclusive classrooms. Findings were based on data collected through single-case study methodology in semi-structured formal and informal interviews with eight teachers and a focus group with six students at one junior high school in the province of Newfoundland and Labrador in Canada. This study is designed to better understand the benefits and challenges associated with the use of Google Classroom within the framework of universal design for learning. The findings showed that Google Classroom was perceived by both teachers and students as effective classroom technology in meeting the needs of each learner in the classroom.

An Instructional Technology Facilitator’s Role in Culturally Responsive Pedagogy Using a Critical Race Theory Lens

The author of this article utilized a Critical Race Theory framework to evaluate the effectiveness of instructional technology and STEM opportunities for girls and students of color in their role as a K-5 Instructional Technology Facilitator (ITF). By defining Critical Race Theory, the role of the ITF can be leveraged to provide equitable and inclusive opportunities to learning environments. Rather than a focus on the technology tools themselves, this article offers an opportunity to explore the implicit biases that exist within each educator and leader to shift pedagogical practice and ensure that instructional technology and STEM is accessible to every student, especially those that have been historically marginalized. This article also offers an opportunity to shift thinking from technology being 'inherently good' to considering who is benefitting from technology and why. An ITF’s lens can influence a more inclusive practice for the classrooms they support and can be champions for culturally responsive Universal Design for Learning (UDL) to reach all students. Though the focus in this article is on the ITF role, concepts can also be applied to any coach or leadership role within a K-12 setting.

A Closer Outlook at the Curriculum Policy for Disability Students at Islamic Higher Education

Hidden behind insufficient data, the number of persons with disabilities is growing in surface. Like a pyramid, disability students are high at the primary level but drop off at the secondary, and particularly at the university level. An estimated data (2016) indicates that Indonesian people with disabilities have reached 12,15%. Out of 29 State Islamic Universities (Universitas Islam Negeri or UIN), a very limited number of campuses are inclusive. UIN Yogyakarta is considered the first inclusive campus, while UIN Surabaya is underway. This study tries to look closer at the curriculum policy for disability students at the above-mentioned UINs. The research method applied in this study is a combination of policy analysis and case study. Sources of evidence and information are documentation (digital and printed materials), direct observation and interview with 7 informants. The research findings can be summarized into several points: first, inclusive practices at UINs have gradually developed to meet the global demand for education for all and national policies on disabilities. However, during their learning process, disabled students have met barriers and difficulties in communication, social interaction, and using multimedia and accessible infrastructures. Second, curriculum policies and strategies have already been standardized by the national law of education and adopted by UIN’s authorities into syllabi and subject materials. UIN Yogyakarta has modified Universal Design for Learning (UDL) model, and UIN Surabaya maintains an integrated curriculum to solve the problem of disabilities. Third, both UINs have provided facilities and support systems, hardware and software, but need to be upgraded, and in some cases are ineffective.

Engaging potential: Using the UDL principle of engagement to motivate year 7-8 learners with autism in writing tasks

Universal Design for Learning (UDL) is a research-based theoretical framework that can be used to design teaching and learning opportunities that are more responsive to the variability of student need in any classroom, although a vast number of teachers appear to know nothing about UDL. One population whose needs are becoming increasingly visible in classrooms are autistic learners. This article examines a process of facilitating teacher professional learning in UDL using a slideshow resource the author designed to support teachers to plan for the needs of their autistic learners in writing. The context for the inquiry was an autistic boy at a New Zealand intermediate school. Analysis showed that planning that involves understanding of an autistic learner’s characteristics, and the potential barriers these may present, can improve engagement not only for these students, but also other students and the teacher. It was shown through the process used that teacher professional development in UDL is appropriate for meeting many learning needs in the classroom context.

Youth engagement in research: exploring training needs of youth with neurodevelopmental disabilities

BackgroundAuthentic researcher-youth partnerships in patient-oriented research (POR) where the research responds to the needs expressed by youth themselves are essential to make research meaningful. While patient-oriented research (POR) is increasingly practiced, few training programs exist in Canada and none, to our knowledge, are tailored for youth with neurodevelopmental disabilities (NDD). Our primary objective was to explore the training needs of youth (ages 18–25) with NDD to enhance their knowledge, confidence, and skills as research partners. Our secondary objective was to identify the benefits and challenges of engaging youth with NDD in a POR approach.MethodsOur team of four youth and one parent with lived experience [Youth Engagement in Research (YER) partners] and six researchers engaged in POR to investigate the primary objective via two phases: (1) individual interviews with youth living with NDD and (2) a two-day virtual symposium with focus groups with youth and researchers. Collaborative qualitative content analysis was employed to synthesize the data. Our secondary objective was assessed by asking our YER partners to complete the Public and Patient Engagement Evaluation Tool (PPEET) survey and participate in reflective discussions.ResultsPhase 1 participants (n = 7) identified various barriers and facilitators to their engagement in research and offered suggestions to meet their needs through minimizing barriers and integrating facilitators, which would subsequently enhance their knowledge, confidence, and skills as research partners. Informed by phase 1, phase 2 participants (n = 17) prioritized the following POR training needs: researcher-youth communication, research roles and responsibilities, and finding partnership opportunities. For delivery methods, participants stated the importance of youth representation, using Universal Design for Learning, and co-learning between youth and researchers. Based on the PPEET data and subsequent discussions, YER partners agreed that they were able to express views freely, feel that their views were heard, and that their participation made a meaningful difference. Challenges included scheduling difficulties, ensuring multiple methods for engagement, and working under short timelines.ConclusionThis study identified important training needs for youth with NDD and for researchers to engage in meaningful POR, which can subsequently inform the co-production of accessible training opportunities with and for youth.

Examining Motivation of First-Year Undergraduate Anatomy Students Through the Lens of Universal Design for Learning (UDL): A Single Institution Study

Motivation is critical for meaningful learning among healthcare students studying anatomy. Learners are highly variable, and it is important to ensure learners are equally supported in the diverse aspects of an anatomy curriculum. The implementation of the educational framework, Universal Design for Learning (UDL), in anatomy curricula could potentially enhance student motivation. The multiple means of engagement principle of UDL refers to the enhancement of motivation among students. This study aimed to identify healthcare students’ motivation levels at the start and end of their anatomy module and whether there was any change in motivation. The Motivated Strategies for Learning Questionnaire (MSLQ) was distributed to gather the self-reported motivation levels of first-year undergraduate medical, dental and occupational therapy (OT) and speech and language therapy (SLT) students studying anatomy at the start of their respective anatomy modules and again at the end of the module. The overall response rate was 74% and 69%, at the start and end of the study, respectively. Responses were analysed by the respective programme of study. Motivation to study anatomy among medical, dental, OT and SLT students ranged from medium to high on the MSLQ at the start of their respective anatomy modules. By the end of the anatomy modules, dental students reported high levels of motivation to study anatomy, whereas motivation among medical, OT and SLT students ranged from medium to high. A change in students’ self-reported motivation levels while studying anatomy was identified. The study emphasises the benefits of UDL and its flexible nature to enhance motivation.

Preservice special education teacher candidates’ knowledge of and willingness to implement a universal design for learning .

Preservice special education teacher candidates’ knowledge of and willingness to implement a universal design for learning .

Universal Design for Learning as a Pathway for Accessible Narrative Writing Practices for Diverse Adolescents

Equitable learning opportunities are critical for students to meet writing standards. Universal Design for Learning (UDL) is a scientifically based framework for planning and implementing instruction that supports a broad range of diverse learners. In this article, the UDL framework is briefly described, including its principles and guidelines. Vignettes are shared throughout to illustrate how one teacher applied the UDL framework to plan a narrative writing unit for a diverse group of adolescent learners. Adopting the use of the UDL framework during the instructional planning process ensures that instructional practices are centered on student strengths and offer avenues for accessible and equitable learning experiences for all students. This article closes with digital tools that promote 21st century learning and offer a pathway to accessibility.

TPACK – UDL Scale for Science Teachers: Construction, Validation, and Reliability

TPACK – UDL Scale for Science Teachers: Construction, Validation, and Reliability

Future-Proof your Instructional Design with Universal Design for Learning and Translanguaging

Future-Proof your Instructional Design with Universal Design for Learning and Translanguaging