Universal Design For Learning Research Articles

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.

Care does not just belong at home: inclusion in doctoral supervision for a student with traumatic brain injury

This paper presents an examination of the first author’s experiences and unique positioning as a Traumatic Brain Injury (TBI hereafter) survivor in doctorate supervision. Autoethnography was used to connect her personal to her cultural experience in this environment where the voices of both supervisors and student enrich doctoral supervision practices. We explore the complex intersections of the first co-author’s experience relating to neurodiversity, disability/ability, care, assumptions and disclosure. This paper illustrates that while being personally embodied, her experience also intersected with overlapping external factors which prevented or supported her inclusion. This paper demonstrates that it was necessary to perceive, trust and appreciate the care being offered before being able to fully disclose and progress successfully with her studies. Oppong’s (2014) integrated model of human action and conditions offers the use of an integrated approach to explain her experience to the reader and proposes a more respectful approach to inclusion. Points of interest This article is written from a stand -point perspective and explores the experiences of the first author as a person with TBI navigating the increasingly neoliberal environment of higher education (HE). This article illustrates how inclusive policies within the HE system that advocate inclusion, in reality, neurodiverse students are not fully understood, and their needs are not adequately met. An ethics of care and empathy are advocated that recognizes the individuality of the first author and understands the complexity of her experience. Disclosure was a reciprocal process in this supervision process. Higher education needs to be more inclusive of disability by providing a more flexible approach to doctoral supervision, while not reducing the standard of a doctorate. Universal design for Learning (UDL) principles may offer a useful framework for making doctoral research more accessible.

Implementation of Universal Design for Learning in Low- and Middle-Income Countries: ‘I Thought These Principles Could Have Been Written by Me’

UNESCO’s Global Education Monitoring Report (2020) strongly recommends the adoption of Universal Design for Learning (UDL) at the government level so that it becomes an integral part of countries’ inclusive education policies. However, UDL has largely been developed in high-income countries with technology as a central theme. The question is whether the purported benefits of the UDL approach can translate into low and middle-income country (LMIC) contexts. This study explores the relevance and fit of UDL to LMIC contexts by use of interviews (either individual or group) with 12 representatives of international agencies, non-governmental organizations (NGOs), and UDL experts who have experience in providing inclusive education services in LMICs. Three themes are reported: understanding of UDL, UDL supporting inclusive education, and UDL in teacher-training initiatives and capacity building. The concept of UDL is not new in LMICs, although the name may be. The potential for UDL to support inclusive education in LMICs is recognized. UDL needs to be mainstreamed in teacher training programs, and its implementation should be adapted to respond to the contextual realities of LMICs. The encounter between UDL proponents from high-income countries and education stakeholders in LMICs should be mutually enriching rather than imposing the approach from high-income countries on those in LMICs.

Promoting inclusive practice for autistic learners: Universal design for learning

The Universal Design for Learning (UDL) framework has the potential to enhance the inclusive practices of teachers with autistic learners in their classes. This study examines the extent to which the UDL framework is currently being used as a model for the inclusion of autistic learners in New Zealand primary schools. This study gathered data from a survey conducted online by primary teachers of autistic learners, and used the Universal Design for Learning guidelines to ask teachers how they felt they were using them within their classroom programmes. The study concludes that while some teachers are aware of and use the UDL framework, there is still work that needs to be done to ensure that it is consistently and consciously used to benefit autistic learners. There needs to be robust professional development programmes accessible to all teachers to see the UDL framework fully utilised within New Zealand primary schools.

Teaching Fractions in the Intermediate Phase: A Neuroscience Approach

Fractions are often problematic for learners to fully grasp. Teachers must therefore determine various approaches for teaching fractions to reinforce understanding. More so, teachers need to determine strategies that cater for a diverse learner population and promote meaningful learning. In the quest to find a possible solution to address this challenge, a qualitative study was conducted to demonstrate a neuroscience approach to teaching fractions in the intermediate phase through the application of the universal design for learning (UDL) principles. The universal design for learning through neuroscience was used as a theoretical framework to guide the study. Data was collected through a series of video-recorded observations and audio-recorded focus group discussions. The Free Attitude Interview (FAI) technique was used to guide the facilitation of group discussions. Four intermediate-phase teachers were purposefully selected to participate in the study. Data was analysed using content analysis and UDL guidelines. The findings of the study reflect the UDL-based practices that were used to optimise and promote meaningful learning of fractions. The study thus recommends the application of UDL principles to promote access, build strong foundations, and assist learners to internalise “fractions” (content). The study further recommends the application of UDL to promote meaningful learning. Keywords: Fractions, Intermediate Phase, Neuroscience Approach, Teaching

Universal design for learning as a basis for curriculum development

Abstract The project "Barrierfree dEsign foR Teaching and Learning" (BERTL) aims to identify and reduce barriers in teaching, with a focus on Universal Design or Design for All. BERTL includes an analysis of the situation at the University, to identify barriers faced by people with disabilities, chronic diseases, and in different life situations The BERTL Simulation Lab and Toolbox will be developed based on the analysis to help identify and eliminate barriers in their courses, and the continuing education program. In the different phases of the project, pilot courses with different didactic concepts are analyzed, checked for barriers in teaching materials and course procedures also peer feedbacks are conducted. These results will be used to improve and expand the courses of the University Applied Science and the used didactic principles. Establishing a handbook and a training series at the University is also aim of this project as practice collection and sample courses to support lecturers. The project results will be used in teaching and made publicly available.

Documenting and analyzing the relevance of Universal Design for Learning in developing inclusive provisions for culturally diverse learners in online pedagogy

Recent profound societal transformations have led to a broad reframing of the collective understanding and use of the term ‘diversity’. In the tertiary sector, in particular, this widening and deepening of the reflection on learner diversity has meant a move away from a simple focus on impairment; this term now also encompasses all intersectional dimensions of culture, race, Indigeneity, socioeconomics, gender and sexual orientation, and age. The tertiary sector is urgently seeking tools to embed this emerging lens into teaching and learning practices. The online facets of post-secondary teaching have lagged behind in this reflection, and the COVID pandemic pivot has highlighted how challenging management of change could be in online pedagogy. Universal Design for Learning (UDL) has offered powerful promises in supplying instructors with hands-on resources to navigate this rapid transformation of online pedagogy and guarantee that online learning spaces are fully inclusive. This paper explores and analyzes auto-ethnographic data collected by the author along the last four years, while he provided support and professional development around UDL as a consultant through the sector. The paper presents key findings from this analysis in relation to the usefulness of UDL in the diverse online class, and invites a reflection related to their strategic implications for higher education.

Dismantling the education exclusion zone

Traditional textbook publishing magnifies some voices while silencing others, pushing consistently marginalised groups into an education exclusion zone. Open educational resources (OER) purportedly address this problem; however, without adequate guidance on inclusive design, OER fail to rise to the challenge. This paper undertakes an exploratory initial review of EmpoweredOER, a practical tool in first-phase iterative development, designed to unpack the complexities of inclusive OER. Emerging from a grant-funded international study tour, three best practice themes informed the design of EmpoweredOER: true accessibility, beyond technological; universal design for learning and inclusive open education nexus; and diverse perspectives and representation. Initial findings indicate EmpoweredOER meets its objective. Future research will analyse the impact and growth of EmpoweredOER as it matures.
 Implications for practice:
 
 There is appetite to dedicate further resources to developing inclusive OER tools.
 Advocates can instill a sense of community in their resources for increased engagement.
 Resource creators should incorporate interactivity and adaptability for greater contextualisation.

Enhancing Linguistic Ability to Speaking Impaired Learners Using Universal Design Framework: An Experimental Study

Many students around the world struggle with speech impediment, a form of communication dysfunction. Because of this, it is crucial to provide effective teaching for students with speech impairments so that they can improve their communication abilities. This experimental study looks into how well the Universal Design for Learning (UDL) framework can help students with speech impairments develop their language skills. The study involved 112 participants aged 18 to 20 diagnosed with speech impairments. During the study, the participants were randomly divided into two groups: an experimental group n=56, which received speaking skills instruction using the UDL framework, and a control group n=56, which received traditional instruction. Participants from both groups will complete a pre-test to measure their baseline speaking skills. The experimental samples received instruction using UDL, while the control group was exposed to traditional methods. After the intervention, both groups completed a post-test to measure their speaking skills. Statistical methods such as ANOVA and t-tests were used to analyze the data collected. According to the results, the experimental group performed better on the post-test than the control group regarding speaking skills. Performance levels were higher among the experimental group than among the control group. This study proves that the UDL framework can effectively facilitate speaking skills for learners with speech impairments. The study suggests that the UDL framework can help educators deliver instruction accessible to all learners, including those with disabilities.

A Multimodality Approach in Designing Learning for Writing Analytical Exposition Texts

This study aims to investigate the use of a multimodal approach in designing learning to write analytical exposition text. The learning design is based on the five steps of Universal Design for Learning (UDL) and iterative backward design to optimize inclusive and relevant learning. UDL steps include setting clear objectives, anticipating learner needs, developing measurable objectives and assessment plans, establishing learning experiences, and reflecting and new understanding for educators. A multimodal approach is used to engage students in learning and facilitate the development of student's critical analysis skills and creativity. The results of this learning design show that the implementation of a multimodal approach using UDL steps and iterative backward design can improve the effectiveness of learning to write analytical exposition text. Learning design that focuses on clear objectives, accommodating students' needs, and measurable assessment, This research provides valuable insights for educators in designing learning to write analytical exposition texts utilizing a multimodal approach and UDL steps. This research provides valuable insights for educators in designing learning to write analytical exposition texts that utilize multimodal approaches and UDL steps. The implications of this research can be used as a reference in designing inclusive, relevant, and diverse learning to improve students' understanding of analytical exposition text writing.

Universal Design for Learning (UDL) in Diverse Classrooms

Inclusive education recognizes and celebrates the diversity of learners, fostering an environment that values and respects individual differences. In order to foster inclusive learning environments, this study explores the transformative potential of Universal Design for Learning (UDL) in the context of heterogeneous classrooms. The Universal Design for Learning (UDL) framework is based on offering a variety of ways for students to be represented, engaged, and expressed. It acts as a catalyst to help address the various learning needs of students right away. The study looks at how UDL concepts are used in practice, examining how teachers might modify their lesson plans, instructional strategies, and assessment protocols to create a welcoming and inclusive learning environment for students from all backgrounds and skill levels. The early detection of learning abnormalities, proactive intervention techniques, and the use of adaptive technologies are important elements of the study. The study examines how UDL affects students’ participation in class, their academic performance, and their general well-being, and highlights the significance of the valuable insights into the successful implementation of UDL in diverse classrooms.

Does planning and arranging individualized supports for students with intellectual and developmental disabilities influence educator confidence and competence in universal design for learning?

Educator teams consisting of a general education teacher and a special education teacher were recruited to participate in a project where they used the Systematic Supports Planning Process to plan, implement, and monitor individualized supports for students with intellectual and developmental disabilities (IDD) attending general education classrooms. Educators completed a survey before and after the project where they assessed their confidence in applying Universal Design for Learning (UDL) principles and provided examples of how they applied UDL principles in their classrooms. Although quantitative responses indicated the confidence levels of general education teachers and special education teachers increased following participation in the project, qualitative findings were mixed regarding specific actions that demonstrated how UDL principles were applied. The implications for future research and professional development on UDL and arranging individualized supports in general education classrooms for students with IDD are discussed.

STEAM Activities in the Inclusive Classroom: Intentional Planning and Practice

The promotion of equity and access for all children to learn science is critical in early childhood settings. Considering the benefits of teaching science, technology, engineering, arts, and mathematics (STEAM), it is important that educators embed this pedagogy across early childhood settings. In order to promote access in inclusive early childhood settings that include young children from birth to 8 years of age with or without disabilities to STEAM pedagogy, educators need to be intentional about their practice. This article provides a four-step approach to using an intentional framework, universal design for learning (UDL), to plan for and implement STEAM pedagogy in the inclusive classroom. Practical implications are illustrated through examples of an early childhood educator and a child with autism in an inclusive urban education setting.

How Do We Do It? Planning for a Truly Inclusive Classroom

AbstractThis article illustrates how two teachers, a general educator and a special educator, used an interactive process in planning an interdisciplinary science unit for an inclusive Kindergarten classroom and how they addressed Universal Design for Learning (UDL) components. This planning process included capitalizing on each teacher's knowledge and expertise, layering resources from within their learning community iteratively over time (not a one‐meeting‐and‐done effort), and harnessing the power of multimodal, interdisciplinary learning. This iterative process was key in allowing teachers to evaluate student engagement and layer in UDL components to address evolving students' needs.

UDL for inclusive higher education—What makes group work effective for diverse international students in UK?

International students face many challenges transitioning to post-graduate study in UK institutions. Students often need to adapt to a range of cultural practices and curricular norms, often without the differences between UK and their home countries being made explicit. Building on Vygotskian concepts of scaffolded learning and the importance that group interaction plays within learning, this research reports on an initiative to embed Universal Design for Learning (UDL) principles through group work to develop research skills within a research methods module on an international Masters in Education programme. This small-scale case study across two campuses, with 11 survey respondents and nine focus group participants, analyses questionnaires and focus group interviews and yields important theoretical insights into the interaction of UDL components. The three UDL principles of multiple choices of learning materials, learning activities, and expression of learning outcomes each impacted on the other. The study also provides significant findings about hybrid learning at a crucial point in its development post COVID-19. Technology played an enabling role as students used a range of modalities to negotiate social and cultural diversity. However, the study indicates that on campus learning time is indispensable for students to fully access the power of digital technology. This paper contributes to advancing the understandings of international education and its interactional challenges and opportunities.