Universal Design For Learning Research Articles

Success for All: Maximizing Digital Accessibility in Special Education Teacher Preparation Courses through Universal Design for Learning

Digital accessibility has become one of the most critical components for post-secondary student learning success because accessibility is the first step of learning and the diverse college student population. However, emerging studies showed that teacher candidates experience high challenges in completing the program due to inaccessible course materials or course implementation. Furthermore, teacher educators addressed the need for more knowledge and skills in utilizing digital accessibility. Despite the demands, few guidelines exist for teacher educators to improve classroom digital accessibility. This article suggests multiple avenues of action for teacher educators to enhance accessibility through the lens of universal design for learning so that all teacher candidates with and without disabilities can succeed. Embedded vignettes illustrate an experience of a practicing teacher educator faced with modifying content with increased demands beyond their own training in special education.

Inclusive Education Practices for Students with Diverse Needs

Inclusive education is a fundamental aspect of creating equitable learning environments where all students, regardless of their abilities or backgrounds, have the opportunity to succeed. This paper explores inclusive education practices aimed at meeting the diverse needs of students in the classroom. It examines strategies for promoting accessibility, supporting individualized learning, and fostering a culture of acceptance and belonging. its importance in promoting educational equity and social justice. It then discusses various approaches and practices for implementing inclusive education, including Universal Design for Learning (UDL), differentiated instruction, and collaborative teaching models. the role of educators, school leaders, and support staff in creating inclusive classrooms. It emphasizes the importance of fostering positive teacher-student relationships, providing targeted support and accommodations, and promoting collaboration among stakeholders to meet the needs of all learners.

IMPLEMENTATION OF UNIVERSAL DESIGN FOR LEARNING (UDL) CONCEPTS ON LEARNING IN HIGHER EDUCATION

This research aims to describe the application of the three UDL principles in higher education, the obstacles experienced and the solutions. The type of research used in this research is library research. The data in this research is in the form of previous research reports published in journals. This research uses national or international journal articles with publication years in the last 5 years (2017-2023). Overall, there were 14 journal articles studied that were relevant to the research topic. Among the 14 journal articles obtained, there were 10 journal articles indexed by Scopus. The results of the research show that (1) the application of Universal Design for Learning (UDL) in higher education is by applying the 3 principles of UDL, namely: (a) application of the principle of representation through face-to-face learning, online learning, teaching using lecture methods, discussions, sheets work, delivering material using graphics, video, text, or images, as well as using e-books, (b) applying the principles of action and expression by giving students the freedom to choose how to express their understanding, either verbally, written, hardcopy, or softcopy, (c ) application of the principle of involvement by creating a comfortable learning environment, frequently interacting with students, carrying out group discussions, and using assistive applications (mind tap, clicker, moodle), (2) the obstacle faced by universities in implementing UDL is the large number of students in classes, lack of knowledge and awareness about UDL among teachers and school officials, and lack of time for teachers to apply UDL in learning, lack of interest and motivation in learning. Applying and studying UDL, (3) the solution to overcome the obstacles faced by universities in implementing UDL is to hold training on UDL for teachers and school officials, this training can be in the form of an orientation program or workshop, another solution to overcome the problem of lack of motivation for teachers To adopt and learn UDL is to provide motivation in the form of rewards to teachers who are interested in learning more about UDL.

A dual design thinking - universal design approach to catalyze neurodiversity advocacy through collaboration among high-schoolers.

Neurodiversity describes the fact that humans all have different brains with unique qualities that contribute to society. Though understanding of neurodiversity is gaining traction among the general public, there remains considerable stigma and prejudice toward neurodiverse people. One way to combat these issues is to teach individuals about neurodiversity and encourage them to develop advocacy skills. Development of such knowledge is especially important for adolescents, as they have the capacity to make small (e.g., interpersonal interactions) and large (e.g., school-wide) impacts. Eighty-nine high schoolers participated in a two-week virtual summer camp in 2022; research consent/assent was obtained from 19 (11 neurodiverse/neurodivergent). Campers learned about neurodiversity, Universal Design for Learning (UDL), and Design Thinking (DT) through lectures from researchers and neurodivergent people, as well as group activities and discussions. Campers worked in small groups to design a neurodiversity advocacy project based on the principles of UDL and DT. Each group was facilitated by camp counselors-some of whom were neurodiverse-who were all committed to neurodiversity advocacy. Participants completed questionnaires about autism, ADHD, and dyslexia pre- and post-camp. Some also completed optional post-camp interviews. Pre-camp stigma toward neurodiverse conditions was generally low. However, autism stigma was significantly higher than dyslexia stigma (Z = -2.24, p = 0.025). After camp, autism stigma decreased (Z = -2.98, p = 0.003;) and autism [t(13) = 3.17, p = 0.007] and ADHD [t(13) = 2.87, p = 0.013] knowledge improved. There were no significant changes in ADHD or dyslexia stigma or dyslexia knowledge. Participants reported enjoying collaborating with other campers and learning about UDL and DT. Thematic analysis of interviews generated four themes: Increased Understanding of Neurodiversity; Increasing Empathy and Becoming Less Judgmental; Creating a Neurodiverse Community; and More Awareness is Needed. This pilot investigation suggests that a virtual summer camp can be effective in improving attitudes toward and knowledge of neurodiversity. Qualitative analysis indicated participants became more accepting after the camp, both in terms of being less judgmental toward neurodiverse people and more self-accepting among neurodivergent campers. Future research should investigate the long-term effects of such a program, particularly with diverse samples of students.

The sound of silence: deconstructing notions of inclusion in career guidance on exploring the experience of deaf people

ABSTRACT Learning that “career” was not a definite sign in Irish Sign Language (ISL) and that “Career Guidance” was poorly understood by the Deaf community prompted a systematic literature review (SLR). An uncomfortable truth relating to Career Guidance emerged – “Inclusion” is not where we presume it to be at. This paper presents the results of the SLR and shares how the answers from a thematic analysis can – through a Universal Design (UD), and Universal Design for Learning (UDL) (Rose & Meyer, 2002) lens – guide developments for inclusive Career Guidance. This paper shares the story of “d/Deaf guidance” in the literature; the tensions between theory and practice in relation to inclusion (Quirke, 2022), and the themes identified from the SLR – themes the Deaf community believe are a Deaf gain.

Developing a Universal Design for Learning Pedagogy: Perspectives of Students With and Without Disabilities

Introduction: Universal design for learning (UDL) is a pedagogical approach utilized to eliminate barriers. Often, UDL has been seen as a strategy implemented solely to benefit students with disabilities. However, recent research on the voices of students with and without disabilities in physical education illuminates a clear need for this educational approach. Purpose: While UDL has been utilized across a variety of subjects, this manuscript identifies the need for UDL implementation in physical education for all students. Method: A document analysis of 69 articles illuminated the voices of children with and without disabilities in physical education related to the components of UDL. Careful analysis of these studies identified voices related to each component of UDL. Results/Conclusions: The results illustrate the need for a call-to-action to promote an inclusive pedagogy that addresses learner variability. The infusion of the UDL approach can alleviate the negative experiences currently impacting children’s experiences in the schools.

Design of Project-Based Learning (PBL) in Civil Engineering

Project-Based Learning (PBL) is a teaching approach that has been shown to enhance students’ learning in higher education. PBL ensures that students develop critical thinking and professional competence in civil engineering education through a well-rounded approach. In civil engineering modules, design projects provide practical design experience to the students. This allows them to apply their knowledge and skills across disciplines. The design of such projects plays a crucial role in their learning journey. Therefore, it is essential to ensure that they are well-designed. This paper presents a framework for designing PBL in a civil engineering module in a joint degree programme in Singapore. This framework for the PBL design is based on the Universal Design for Learning (UDL). A questionnaire was prepared to obtain feedback from students on their PBL experience. Through the implementation of PBL in Foundation Engineering, the students have feedback that the PBL was well-designed and had a positive impact on their learning.

Blueprints for resilience: Middle East/North Africa countries' disaster risk reduction education through experts' eyes

Abstract Background: All the existing frameworks of Health-Emergency Disaster Risk Management have put great emphasis on the use of educational strategies to be used as a mean of disaster risk reduction (DRR). Thus, this study was conducted to formulate experts' consensus on DRR educational strategies for Middle East/North Africa (MENA) countries. Methods: A Delphi study on expert's opinion for DRR educational strategies was carried out through surveys in two consecutive rounds through convenient sampling technique. Results: A total of 60 responses were included in this study. Most of the participants were Saudi nationals, physicians (36.7% vs. 33.3% in round 1 and round 2, respectively), and males (73.3%) with experience in disaster management (56.7%) of 5-10 years (60% vs. 53.3% in round 1 and round 2, respectively). Around 80% participants suggested that graduate health professional education should be through problem based learning (PBL) approach (36.7%) (P-value = 0.007). Universal Design for Learning (UDL) framework implementation required provision of multiple means of engagement as priority (P-value = 0.007). Best learning situation category was institution based (60%) with best approach for DRR learning as planned scheduled learning (P-value = 0.000). It was found that best learning situations were lectures and small group sessions (73.3% each) (P-value = 0.165) that were delivered through learning management system (90%) (P-value = 0.103), while the major stakeholders that should be involved in national DRR educational planning were Ministry of Health (90%) (P-value = 0.881). Conclusion: Experts have consensus opinion on DRR Educational strategies in MENA countries.

Blueprints for resilience: Middle East/North Africa countries' disaster risk reduction education through experts' eyes

Abstract Background: All the existing frameworks of Health-Emergency Disaster Risk Management have put great emphasis on the use of educational strategies to be used as a mean of disaster risk reduction (DRR). Thus, this study was conducted to formulate experts' consensus on DRR educational strategies for Middle East/North Africa (MENA) countries. Methods: A Delphi study on expert's opinion for DRR educational strategies was carried out through surveys in two consecutive rounds through convenient sampling technique. Results: A total of 60 responses were included in this study. Most of the participants were Saudi nationals, physicians (36.7% vs. 33.3% in round 1 and round 2, respectively), and males (73.3%) with experience in disaster management (56.7%) of 5-10 years (60% vs. 53.3% in round 1 and round 2, respectively). Around 80% participants suggested that graduate health professional education should be through problem based learning (PBL) approach (36.7%) (P-value = 0.007). Universal Design for Learning (UDL) framework implementation required provision of multiple means of engagement as priority (P-value = 0.007). Best learning situation category was institution based (60%) with best approach for DRR learning as planned scheduled learning (P-value = 0.000). It was found that best learning situations were lectures and small group sessions (73.3% each) (P-value = 0.165) that were delivered through learning management system (90%) (P-value = 0.103), while the major stakeholders that should be involved in national DRR educational planning were Ministry of Health (90%) (P-value = 0.881). Conclusion: Experts have consensus opinion on DRR Educational strategies in MENA countries.

Empowering Dyslexic Learners: A Design Approach to Tangible Educational Products

This study addresses the challenge of developing effective educational tools for dyslexic learners, who often struggle with traditional learning methods due to their unique cognitive processing needs. The aim of the study is to design and evaluate a tangible educational product that integrates multisensory learning, Universal Design for Learning (UDL) principles, and Cognitive Load Theory to enhance literacy skills in dyslexic children. The methodology involves a mixed-methods approach, including usability testing with at-risk children, followed by a structured intervention study with 20-30 children from an elementary school and the Dyslexia Association of Malaysia. The findings indicate that the designed product significantly improves literacy outcomes by providing a multisensory and accessible learning experience that reduces cognitive load. The study’s implications suggest that such products, when designed with these principles, can be powerful tools in supporting the education of dyslexic learners, offering a model that could be adapted for broader educational contexts.

Teaching and Learning Challenges and Opportunities for Students with Disabilities in Higher Institutions of Learning in Kenya During the COVID-19 Pandemic

COVID-19 pandemic has caused the greatest unsettling in education history, from preprimary to the highest institutions of learning. Owing to lack of cure and effective treatment, several containment measures were implemented, leading to prolonged closures of educational institutions. This created numerous challenges for both educators and students, particularly in higher education where institutions struggled to maintain the continuity of learning. The introduction of online learning across diverse platforms became a necessity, yet it presented a myriad of challenges for both institutions and students. Among those most adversely affected were students with disabilities (SWDs). Delivering instruction through online platforms proved to be not only different but also particularly challenging for SWDs, and their instructors. However, despite these difficulties, the pandemic has also highlighted opportunities for improving educational practices to better accommodate SWDs. This paper therefore examines the challenges and opportunities that the COVID-19 pandemic has created for SWDs, drawing on a systematic synthesis of literature. During this pandemic, instructors in higher education institutions are unable to adequately meet the educational needs of SWDs through on-line platforms. The findings reveal that instructors in higher education were often unable to meet the educational needs of SWDs adequately through online platform also struggled with the lack of a structured learning environment and reduced peer interactions, which are critical to their educational experience. Specific challenges included the absence of sign language interpretation for the deaf and hard of hearing, and a lack of screen readers for students with visual impairment. The findings underscore the importance incorporating the principles of Universal Design for Learning (UDL) into educational technologies, as UDL accommodates a diverse range of learners, including SWDs

Enhancing students' resilience in educational transition: The role of universal design for learning in digital era

Enhancing students' resilience in educational transition: The role of universal design for learning in digital era

INOVAÇÃO PEDAGÓGICA? ANÁLISE SOBRE O USO DE UM LIVRO DIDÁTICO DIGITAL ACESSÍVEL

ABSTRACT This article focuses on the use of an accessible digital textbook built based on the perspective of the universal design for learning. The quantitative and qualitative study was carried out in public schools of four teaching networks of Baixada Fluminense, Rio de Janeiro, Brazil, with the participation of 21 students with disability, their teachers from regular classes and the specialized educational service, as well as the classmates. The analysis, according to the cultural-historical theory, problematizes concepts such as pedagogical innovation, pedagogical mediation, and use of technological resources at school.

Action Research as a Path to Change in the Teaching/Learning Process

Objectives of the research: The aim of this article is to present the action research method and the methodology for its implementation, using the example of a framework report of research conducted by the author. The research presented herein was designed to capture the changes in the teaching/learning process in a selected classroom following the implementation of the Universal Design for Learning (UDL) approach.
 Research methods: The method used in the research was the action research method.
 A short description of the context of the issue: In a rapidly changing world, education researchers face the challenge of how to study and analyze the educational process, which is (and must remain) changeable in order to keep up with the changing reality. Action research is an interesting methodological proposal. Three cycles of research are presented; for each cycle, the planning process (including research questions), actions taken, data collection methods, and results were specified separately.
 Research findings: The analysis shows that the research and innovative activities resulted in the development of students’ skills in planning, organizing, and managing their learning, as well as the development of their independence, responsibility, creativity, and problem-solving skills. Their willingness to cooperate also increased. As a result, they became more active (self‑)learners. At the same time, the teachers shifted from their traditional, central role of teaching others to that of facilitators, creating learning conditions for a diverse group of students.
 Conclusions and recommendations: It was demonstrated that action research is a valuable way of bringing about reflective change in the teaching/learning process. Action research is worth promoting to teacher-practitioners, as it is an effective way to introduce bottom-up changes that optimize the educational process.

Experience-Based Universal Design for Learning (UDL) Applications: Building Bridges to Overcome Barriers

The purpose of this phenomenological study was to examine the autobiographical memory narrative through which graduate teacher candidates (TCs) identified (1) barriers to learning, (2) Universal Design for Learning (UDL) checkpoints to remove these barriers, and (3) strategies for addressing the UDL checkpoints to remove the barriers. This study explored lived experiences among graduate TCs in relation to (a) UDL training in the graduate teacher preparation programs, (b) barriers to learning among their past experience, and (c) UDL checkpoints’ applications to removing the self-identified barriers to learning. Emerging themes and subthemes indicated that the participants used specific UDL checkpoints to overcoming specific types of barriers to learning in the past experience in K-16 education. This indicates their recognitions of specific types of barriers to learning, identifications of specific UDL checkpoints for overcoming the barriers, and considerations of specific strategies based on the identified UDL checkpoints. Implications for the future study includes having autobiographical memory narratives as a practical learning tool for graduate TCs to put themselves into perspectives of (A) students experiencing barriers to learning and (B) teachers applying UDL checkpoints to removing the barriers to learning.

Effects of the Universal Design for Learning (UDL) principles on the motivation of children with SEN integrated in mainstream schools

The aim of this study is to analyze the differences related to students’ motivation between two moments, respectively before and after participation in a program of teaching on the basis of UDL principles. The participants were 72 students with SEN enrolled in mainstream schools in Brașov county, aged between seven and 10 years, M = 8.26, SD = 1.04. The instrument used for measuring motivation was The Dimensions of Mastery Questionnaire (DMQ). A number of 37 teachers aged between 25 and 54 years, M = 37.89, SD = 7.56, were involved in the study, of which four men (11%) and 33 women (89%). They participated in the UDL PPS Course (48 training hours). After the course, they started to teach SEN children using UDL principles for six weeks. Students’ motivation was measured twice, before and after the six weeks of UDL teaching. The results showed a significant increase in cognitive persistence, gross motor persistence, social persistence in relation to adults, social persistence in relation to other children, pleasure in doing things well, general competence, and a significant decrease in negative reactions. The discussions emphasize the importance of training teachers in the UDL model.

Инклюзивное совершенство: новая модель университета в XXI веке на основе универсального дизайна обучения

<p>Affordable high-quality university education is a moral and legal imperative today. At the same time, there are still numerous barriers to get this university education. The orientation of higher education towards world rankings and economic efficiency indicators contradicts with inclusive values and goals. Inclusive politics needs radical revision and updating. The aim of this research is to design an inclusive university model based on universal educational design. The research method is a review and theoretical analysis of scientific publications devoted to inclusive higher education and published on the platforms SpringerLink, PubMed, Frontiers and Taylor & Francis Group. The paper examines the concepts of inclusive excellence and universal design for learning and provides a theoretical analysis of the possibility of using these approaches to transform a modern university. The authors propose a model that takes into account: organizational culture, indicators of inclusive excellence, principles of transformation of the educational environment, external factors, global and national context and the process of transformation (involvement, representation, action through a plurality of means and environments based on agency). The expected result is of high importance for Russian and world science and is in the trend of key scientific research of education and its transformation, focused on the values of social justice, accessibility and equal opportunities, and also responds to the crisis situation in the humanities.</p>

Diversified: promoting co-production in course design and delivery

Neurodivergent students are one of the fastest growing diversity groups in tertiary education. This highlights the need for a Universal Design for Learning (UDL) perspective in course design and delivery. One important component of UDL is student voice, which has been historically lacking, especially for neurodivergent students. In this perspectives article, the authors present a viewpoint on the importance of promoting co-production in course design and delivery between neurodivergent students and instructors and illustrate the concept with examples from the Diversified Project. The “Diversified Group” was established by neurodivergent students and faculty members to address the perceived inadequacy in instructor awareness regarding the varied needs of an expanding neurodiverse student population at the university. The authors provide recommendations for systemic, faculty, school, and instructor-level actions to improve the learning experience for neurodivergent students. Current advances and future directions in promoting co-production in university course design and delivery are provided.

UDL for Inclusive Teaching

This qualitative case study investigates the impact of the universal design for learning (UDL) framework paired with multiple educational technologies on student engagement and sense of inclusion and belonging in the classroom. Research has indicated that a sense of belonging has a direct impact on success among undergraduate students. I saw increased evidence of belonging among students in my class after incorporating choice for my students in all the ways they interact with me, each other, and the course content. This article summarizes the revisions made to the course, the educational technologies used to implement those changes, and qualitative data that supports my hypothesis that a technology-supported UDL approach can have a positive impact on feelings of belonging among college students.

Universal design for learning in financial education: na accessible board game proprosal

Education consists of the exercise of citizenship, therefore a right for everyone, therefore the school curriculum must be inclusive. This work seeks to present a proposal for an accessible educational product, in the form of a board game, in light of Universal Design for Learning (UDL) and that addresses the theme “financial education”. To this end, exploratory research was carried out, with a qualitative approach and bibliographic procedure. At first, the research presents the principles and guidelines of the UDL approach that aims to minimize barriers and expand equality of opportunities in the face of an inclusive school curriculum. Next, the planning of the aforementioned board game is presented, entitled “Game of life: structuring monthly finances”, capable of working on fundamental concepts of financial education and guided by the principles of UDL.