Universal Design For Learning Research Articles

Universal Design for Learning Infusion in Online Higher Education

This qualitative case study explored the development of online teaching capacity to incorporate the universal design for learning (UDL) framework in an online graduate program. The participants in the study were purposefully selected from multiple levels at a Canadian university: (1) the program level, (2) the faculty level, and (3) the institution level. Using a series of semi-structured interviews and document analysis, four themes were identified: (1) leadership, (2) community of practice, (3) educational development, and (4) challenges. In addition to highlighting the roles of academic leaders in fostering UDL adoption in online learning, the findings also revealed forms of support that need to be in place to increase online teaching capacity. The findings from the study provide valuable input toward setting the stage for UDL to be meaningfully adopted in an online learning setting.

REACH EVERYONE, TEACH EVERYONE: UNIVERSAL DESIGN FOR LEARNING IN HIGHER EDUCATION. By Thomas J.Tobin and Kirsten T.Behling. Morgantown: West Virginia Press, 2018. ix + 312. Paper. $26.99.

Religious Studies ReviewVolume 49, Issue 1 p. 65-65 Short Reviews of Recent Publications: Pedagogy REACH EVERYONE, TEACH EVERYONE: UNIVERSAL DESIGN FOR LEARNING IN HIGHER EDUCATION. By Thomas J. Tobin and Kirsten T. Behling. Morgantown: West Virginia Press, 2018. ix + 312. Paper. $26.99. First published: 24 April 2023 https://doi.org/10.1111/rsr.16324Read the full textAboutPDF ToolsRequest permissionExport citationAdd to favoritesTrack citation ShareShare Give accessShare full text accessShare full-text accessPlease review our Terms and Conditions of Use and check box below to share full-text version of article.I have read and accept the Wiley Online Library Terms and Conditions of UseShareable LinkUse the link below to share a full-text version of this article with your friends and colleagues. Learn more.Copy URL No abstract is available for this article. Volume49, Issue1Special Issue: Unique Approaches to Christianity in Africa and BeyondMarch 2023Pages 65-65 RelatedInformation

Setting the stage for critically defined and responsive evaluator education and training

AbstractThis chapter describes the importance of evaluator education and some of the different ways in which evaluators can learn about the field.It discusses a historic perspective on evaluator education alongside its recent developments, and describes areas where further discussion is needed, including critical adult education, universal design for learning, and explicitly linking evaluator education with contemporary and anticipated future needs. It concludes by asking “what should evaluator education look like in the future?”

(Re‐)Discoveries in a time of disruption

(Re‐)Discoveries in a time of disruption

What I Wish My Instructor Knew: How Active Learning Influences the Classroom Experiences and Self-Advocacy of STEM Majors with ADHD and Specific Learning Disabilities.

Our understanding of how active learning affects different groups of students is still developing. One group often overlooked in higher education research is students with disabilities. Two of the most commonly occurring disabilities on college campuses are attention-deficit/hyperactivity disorder (ADHD) and specific learning disorders (SLD). We investigated how the incorporation of active-learning practices influences the learning and self-advocacy experiences of students with ADHD and/or SLD (ADHD/SLD) in undergraduate science, technology, engineering, and mathematics (STEM) courses. Semistructured interviews were conducted with 25 STEM majors with ADHD/SLD registered with a campus disability resource center at a single university, and data were analyzed using qualitative methods. Participants described how they perceived active learning in their STEM courses to support or hinder their learning and how active learning affected their self-advocacy. Many of the active-learning barriers could be attributed to issues related to fidelity of implementation of a particular active-learning strategy and limited awareness of universal design for learning. Active learning was also reported to influence self-advocacy for some participants, and examples of self-advocacy in active-learning STEM courses were identified. Defining the supports and barriers perceived by students with ADHD/SLD is a crucial first step in developing more-inclusive active-learning STEM courses. Suggestions for research and teaching are provided.

Personality and universal design for learning in management education

Purpose This paper aims to improve the understanding of student readiness for universal design for learning (UDL), thereby reducing a barrier to its adoption by management faculty. It explores how students’ personality (conscientiousness and openness to experience) affects their readiness to embrace UDL and investigate how that relationship is mediated by self-directed learning (SDL). Design/methodology/approach Analysis uses survey data from students in management courses. From these data are created multi-item constructs and control variables. A mediated regression model that uses bootstrapping to estimate parameters and standard errors generates the results. Findings The findings were that SDL is strongly related to student readiness for UDL and that SDL fully mediates the relationship between conscientiousness and UDL. Openness to experience, however, directly relates to UDL without any mediation. Research limitations/implications This research applies only to one institution and two management courses. The methodology used in this study is limited to one part of the UDL model, which is a measure of student readiness to engage in choice. Future research can extend this model to other courses and institutions and other parts of the UDL model. Practical implications These findings provide insight into the student characteristics that enable them to gain empowerment and motivation from the UDL approach. Implementation of UDL in management education may require learning management strategies that accommodate student readiness for UDL. This study makes progress in identifying student characteristics that explain this readiness. Social implications UDL can improve management education by making it more accessible to students with different personalities and learning styles. Originality/value This study developed a method for analyzing the applicability of UDL in management education. It also devised and implemented a new survey measure for student readiness for UDL.

Moving Towards Inclusive Education: Secondary School Teacher Attitudes Towards Universal Design for Learning in Australia

AbstractAchieving Sustainable Development Goal 4 is underpinned by the provision of quality inclusive education for all young persons, including persons with disabilities. The universal design for learning (UDL) framework provides the basis for establishing an inclusive pedagogical learning environment in classrooms. However, implementing such an inclusive pedagogical framework continues to be profoundly challenging across all countries, including Australia. Teacher attitude is the most important construct in efforts to create inclusive educational contexts. The aim of this study was to examine secondary school teachers’ attitudes towards the UDL framework in Australia. One hundred and twenty mainstream secondary classroom teachers in Sydney completed an online survey. The mean values and standard deviations of a self-designed UDL framework were calculated to examine teacher attitudes. Correlations and multiple regressions were conducted to verify the relationship between teachers’ attitudes and their background variables. The main results indicated that Australian secondary school teacher attitudes towards the UDL framework were generally positive, although they still had some practical concerns, such as having inflexible ideas about how to provide instructions. The findings provide useful insights for developing professional teacher training to promote inclusive education, where the UDL framework is a lens for interpreting inclusive education.

Compassionate pedagogy for neurodiversity in higher education: A conceptual analysis.

The neurodiversity paradigm challenges pathologising accounts of neurodevelopmental differences, including autism, attention deficit disorder (ADHD), dyslexia, developmental language disorder (DLD) and others. From a neurodiversity perspective, these differences in the way people perceive, learn about and interact with the world are conceptualised as naturally occurring cognitive variation, akin to biodiversity in the natural environment, which may bring unique strengths and challenges for individuals. An implication of this approach is that interventions designed to create contexts in which neurodivergent people can thrive are needed, in addition to those that seek to ameliorate individual-level difficulties. In this conceptual review, we consider how higher education can offer a context in which cognitive diversity can be noticed, welcomed and accepted with warmth. In universities, neurodiversity is one dimension of difference within an increasingly diverse student population, which overlaps - but is not synonymous - with disability. We argue that improving experience and outcomes for neurodivergent students should be a priority for universities aiming to produce graduates equipped to tackle the complex problems of contemporary society. Drawing on the foundational principles of compassion-focused psychological therapies, we consider how compassion can be enacted within interpersonal interaction, curriculum design, and leadership culture in universities. We apply the insights of double empathy theory to the problem of overcoming barriers of difference in the classroom. Finally, we make recommendations for Universal Design for Learning (UDL) and strengths-based pedagogical approaches, which create a fit-for-purpose educational environment for the widest possible range of learners. This realignment with the neurodiversity paradigm offers an antidote to bolt-on provisions for students who differ from the neuro-normative, and might enable neurodivergent thinkers to flourish within and beyond higher education.

Transformative Inclusion: Differentiating Qualitative Research Methods to Support Participation for Individuals With Complex Communication or Cognitive Profiles

Recent decades have seen an increase in the use of qualitative research methods within disability research, often seeking to include the voices of individuals with disabilities in research informing policy and service provision. However, such cohorts of participants often present with diverse communication profiles, leading to negative assumptions about their capacity to participate in traditionally common forms of qualitative data collection, such as interviews or focus groups. This effectively marginalises them from participating in research relevant to their lives and social inclusion. The current paper argues that, despite the existence of a range of participatory methods, there remain barriers across methodological approaches to the inclusion of participants with complex profiles within qualitative research. In particular, there is a lacuna within the literature regarding how to specifically differentiate or appropriately adapt qualitative methods to support access. An additional lack of guidance regarding the selection of methods and planning of research is also an issue. Drawing from a transformative perspective, this paper proposes adopting Universal Design for Learning (UDL) principles to guide researchers in in how to differentiate the planning, designing, and conduct of research with participants with disabilities presenting with complex communication profiles. While UDL is not being proposed as an alternative to existing research methodologies, its principles provide a framework for researchers to select from existing methods or approaches in a flexible manner depending on the profile of participants they will be working with. A range of existing approaches and methods are discussed with examples that illustrate how they have been used to support participation and inclusion within qualitative research studies.

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.

Universal Design for Learning: Promoting Access in Early Childhood Education for Deaf and Hard of Hearing Children

The following article is a literature review of the guiding principles for universal design for learning (UDL) specifically for early childhood education with implications for children who are deaf and hard of hearing (DHH). In recent years, early childhood education has become more inclusive for all children with and without disabilities. Given that educators need to plan lessons and design their classrooms with every child in mind prior to meeting them, guidance on the UDL framework is warranted. DHH children present unique barriers in the classroom. This article walks through the three guiding principles, engagement, representation, and expression along with integration of assistive technology for DHH children and their educators. Three future directions for integrating the UDL framework into the classroom are included. They are (a) educator preparation programs, (b) school district’s professional development, and (c) select available technology web-based resources.

An In-depth Analysis of Topics in Deaf Education in Early Childhood Education

Despite federal mandates of the services and inclusion of students who are deaf and hard of hearing in early childhood there is more discussion and research to be done to support educators and students who are deaf and hard of hearing and their families that they serve in early education. This article is an overview of a collection of eight articles housed within the special issue covering a range of topics related to critical issues in deaf education and early childhood education. These include: literacy and language development; developing and implementing universal design for learning; autonomy, self-advocacy, and self-determination skills; curriculum concepts, theories and philosophies; and assessment of students who are deaf with additional disabilities. The article employs existing research and practices in deaf education, such as newborn hearing screening and language deprivation related to deaf education practices. The authors acknowledge the need for further discussion and research in all areas; however, note this special issue is progress towards filling in gaps in current practices in deaf education within early childhood education.

Universal Design for Learning within an Integrated Multitiered System of Support

Comprehensive schoolwide initiatives like integrated multitiered systems of support (I–MTSS) and universal design for learning (UDL) present opportunities for large–scale impact on improving teacher instructional practices and, therefore, student outcomes. Specifically, implementing I–MTSS and UDL concurrently presents an opportunity to enhance and improve universal instruction for all students. This mixed–methods study explored current Tier 1 practices in elementary schools across the United States. Findings revealed that I–MTSS and UDL are perceived as being implemented concurrently. In addition, school personnel identified specific barriers to implementation.

Inclusion of Disability within the Spectrum of Diversity and the Implications for Accounting Education

ABSTRACTThe number of students with disabilities in higher education has grown significantly. Although society and higher education have become increasingly diverse, discussions and efforts related to diversity, equity, and inclusion on college campuses frequently exclude disability, and research on the topic is narrowly focused. In this paper, we seek to reconceptualize the understanding of diversity as a way to promote a more-inclusive environment, where students with disabilities feel welcomed and engaged. Current attitudes are shaped by legislative history and models of disability, so we review the background of both aspects. With better awareness, higher education, including accounting programs, can break down barriers and model social justice. Responsibilities fall on faculty, student peers, and administration, including disability services, to foster these changes. Regarding accounting education, universal design for learning (UDL) and associated learning theories offer many promising avenues to create active and inclusive learning environments for all students.

Preparedness and Response to COVID-19 Disruptions and Learning Challenges for Students with Disabilities in South Africa: A Systematic Review

The present study utilised the systematic review method to report on the learning challenges faced by students with disabilities as a result of inadequate preparedness for COVID-19 and the response to the pandemic in the context of institutions of higher education in South Africa. The studies reviewed indicated that, although there were variations between institutions, South African higher education institutions were inadequately prepared for COVID-19 and, as a result, the response to the pandemic involved emergency remote teaching. For students with disabilities, it was revealed that the limited support and the changes to the way learning was taking place in institutions posed challenges during the pandemic. Limited access to content knowledge was an issue even before COVID-19, and this was exacerbated during the pandemic. Conclusions reached showed that there were challenges imposed by the pandemic in addition to those that existed before, which were only exacerbated and magnified by COVID-19. Practical ways are suggested in which anticipative and transformative resilience could be utilised by all stakeholders in institutions of higher education, to pre-prepare for pandemics. Ways of applying a universal design for learning in the “new normal” to enhance learning for all students, including those with disabilities, also contributed in a practical way to the conclusions.

Awareness of Universal Design for Learning (UDL) among Teachers in India

The present study investigates the awareness of Universal Design for Learning (UDL) among special and general teachers working in inclusive settings. UDL is a framework used to design a curriculum reachable to students with all abilities. UDL assists teachers to increase meaningful access to the curriculum and remove barriers for students with all abilities in learning. The roles and responsibilities of the teachers play an important role in implementing and transacting any curriculum to the learners. In the present study, the sample consisted of 429 teachers, teaching in primary, upper primary, secondary, and higher secondary stages of regular schools in Himachal Pradesh state of India. The sample for this study was selected through the purposive sampling technique and the descriptive survey research design was employed in the current study. Assessing awareness among teachers about UDL the questionnaire on UDL was used on the selected samples. The data was collected from samples through face-to-face interaction. Descriptive and inferential statistics were applied to compare the awareness level of UDL between special and general teachers. The result revealed that the teachers in Himachal Pradesh are not fully aware of the UDL. Special teachers have a higher awareness of UDL than general teachers. The result revealed that the teachers in Himachal Pradesh are not fully aware of the UDL. Special teachers have a higher awareness of UDL than general teachers and the successful implementation of UDL in inclusive setting require an entire school approach wherein every part of the system should be geared to address the needs of diverse students.

Universal Design for Learning Implementation in Higher Education: Survey of Faculty and Instructional Designers

Universal design for learning (UDL) is an inclusive design framework. Faculty and instructional designers were surveyed to investigate UDL implementation in higher education. This survey was based on one used by Westine et al. (2019). Results about how faculty and instructional designers learn about UDL, how instructional designers train and support faculty in UDL, and why and how participants choose to employ UDL are shared. The results from this study have provided new findings in relation to faculty and instructional designer UDL implementation efforts in higher education that have implications for training and supporting faculty with UDL application efforts.

Designing an Equity-Centered Framework and Crosswalk for Integrated Elementary Computer Science Curriculum and Instruction

As computer science (CS) education becomes more prevalent in K-12 instruction, it is critical for educators, researchers, and curriculum developers to identify culturally responsive and pedagogically inclusive approaches that can increase participation, access, and feelings of belonging for students from historically marginalized communities. In response, we developed an equity-centered curricular framework and illustrative crosswalk that synchronizes three distinct pedagogical approaches: culturally responsive pedagogy (CRP), Universal Design for Learning (UDL), and project-based learning (PBL). We describe the framework’s theoretical underpinnings and explain how this framework informed the development of an integrated elementary science+CS curricular unit and provide examples of its implementation. Next, we describe the relationship between our framework, the integrated curricular unit, and educative materials designed to help teachers use the lessons and transform their practice. Finally, we highlight the framework’s potential for broader implementation in the quest to promote equitable CS instruction grounded in the experiences and perspectives of diverse student populations. The crosswalk is a graphical representation of the framework that communicates relationships amongst the elements in a digestible and practical way. This Equity-Centered Curricular Crosswalk addresses both lesson features and teacher practices, to underscore our belief that the responsibility of equity-based pedagogy should not be solely borne by teachers. As educators, researchers, and curriculum developers consider their interconnected roles and responsibilities in the enactment of CRP and UDL, the crosswalk provides an important link between equity-based instructional theories and the realities of classroom practices.

Advancing a theory of change in a collaborative teacher education program innovation through universal design for learning

This design-based research (DBR) investigates the redesign of a 13-month interdisciplinary teacher preparation program to co-prepare secondary and special education teacher candidates to plan and implement evidence-based practices to meet content and literacy needs of all learners within secondary classrooms. The Theory of Change explores mechanisms for change under the umbrella of Universal Design for Learning (UDL). The UDL framework can support teacher candidates in meeting the needs of students with exceptionalities in the general education classroom, yet few studies have explored the in-depth application of UDL in authentic settings across preparation program duration. DBR methods organize study design, iterative data collection, and retrospective analysis of artifacts including candidates' edTPA portfolios and action research papers. Findings revealed strengths and challenges in candidates’ (n = 14) application of components. Results for specific components and various disciplines are discussed. Implications for collaborative preparation of general and special education candidates are identified.

Reflections on teaching and learning issues of integrated education in China based on UDL concept

Universal Design for Learning (UDL) has the potential to provide equal learning opportunities to various kinds of learners, which not only help address differential treatment in segregated education but also provide students with the same quality education. This study compares the current problems of integrated education in China in order to explore the necessity and countermeasures for the application of UDL in integrated education in China.