Universal Design Research Articles

A Panel Data Analysis of Using Multiple Content Modalities during Adaptive Learning Activities

This study investigates the effect of offering multiple means of representing content, one aspect of Universal Design for Learning (UDL). Students across the full range of the dis/ability spectrum all too often struggle to achieve course success. UDL-based course design promises to help students with disabilities (whether disclosed or not) as well as help all students, but research is needed to verify UDL’s specific benefits for student learning outcomes. This study aims to better understand the efficacy of representing course content using multiple means, which is one aspect of UDL pertaining to perception. Data were gathered from over 50 online courses in 14 subjects across the undergraduate curriculum taught with an adaptive learning system at a women’s institution. A panel data analysis with almost 200,000 cases of student learning activities investigated the effect of representing content in multiple ways (i.e., text, video, audio, interactive, or mixed content presentation format). When students used multiple modalities, a positive effect was found on student learning measures of knowledge gained within the adaptive system. The results have implications for future UDL-related research, as well as faculty development and curricular design.

Implementing Universal Design for Learning in the Higher Education Science Classroom

Implementing Universal Design for Learning in the Higher Education Science Classroom

Learning analytics and the Universal Design for Learning (UDL): A clustering approach

In the context of inclusive education, Universal Design for Learning (UDL) is a framework used worldwide to create learning opportunities accessible to all learners. While much research focused on the design and students' perceptions of UDL-based learning settings, studies on students’ usage patterns in UDL-guided elements, particularly in digital environments, are still scarce. Therefore, we analyze and cluster the usage patterns of 9th and 10th graders in a web-based learning platform called I3Learn.The platform focuses on chemistry learning, and UDL principles guide its design. We collected the temporal usage patterns of UDL-guided elements of 384 learners in detailed log files. The collected data includes the time spent using video and/or text as a source of information, working on learning tasks with or without help and working on self-assessments. We used Exploratory Factor Analysis (EFA) to identify relevant factors in the observed usage behaviors. Based on the factor loadings, we extracted features for k-means clustering and named the resulting groups based on their usage patterns and learner characteristics. The EFA revealed four factors suggesting that learners remain consistent in selecting UDL-guided elements that require a decision (video or text, tasks with or without help). Based on these four factors, the cluster analysis identifies six different groups. We discuss these results as a starting point to provide individualized learning support through further artificial intelligence applications and inform educators about learner activity through a dashboard.

Phenomenology of the inclusive potential of the family as a factor in the socialization of children with disabilities

Introduction. Lack of tools for studying the potential resources and capabilities of the family, as well as search for optimal strategies and mechanisms for the real inclusion of people with disabilities in all spheres of public life is on the current agenda of national and international initiatives. For a comprehensive analysis of inclusive potential of families raising children with disabilities, aspects of the rehabilitation potential of the individual and the environment, of educational potential, functionality and effectiveness of the family, and of competence, including inclusive competence, are considered. The emphasis is shifted to understanding the potential of the family as a factor in the socialization of children with disabilities. The article aims to systematize and scientifically analyze ideas about the potential opportunities and resources for the socialization of children with disabilities and their families, and to justify the criteria base and mechanism for assessing the inclusive potential of families. Materials and methods. Within the framework of interdisciplinary scientific discourse, a model of the criteria base and mechanism for analyzing and assessing the inclusive potential of a family raising a child with disabilities is proposed. The basis for constructing the model is the decomposition of groups of competencies through indicators of parental effectiveness based on formalization. Results and discussion. Based on the analysis of the terminological field related to the assessment and development of family potential in matters of socialization and development of a child with disabilities, the author’s positions on inclusive family potential are presented. Some socio-psychological phenomena are considered that reflect the capabilities and resources of both the children themselves and their social environment. Particular attention is paid to indicating the functional effectiveness of parents of children with disabilities. Conclusion. The discussed model for assessing the inclusive potential of families raising children with disabilities has a universal design, formed as a result of initial testing and expert assessment of the professional community. This approach allows analyzing individual indicators and assessing influence of certain factors on the effectiveness of accompanying children of different categories of disabilities. A systematic analysis of individual groups of parents’ inclusive competencies allows optimizing their inclusion in the comprehensive support of children with disabilities.

Socially inclusive Lighting Design: exploring a method to enhance freedom of movement for marginalised groups.

Based on literature and field research, women and marginalised groups often experience unwanted attention in the public realm worldwide. This attention often produces a gendered fear, which can result in avoidance behaviour of urban public places. Universal design has been implemented to ensure everyone can access urban areas, but this access is still restricted for many vulnerable groups. This investigation aims to find relevant lighting design principles for making public urban spaces more inclusive for all marginalised groups. A literature review, case studies of three urban places, focus group interviews, and an experiment with torches in the field were the chosen methods to gain knowledge. The findings suggest that the participants experience fear in public places when they feel exposed as someone who can become a potential target. This results in a need to see their surroundings and have an awareness of the presence of others. In addition, the experiment showed how they wanted to use warm lighting and beautify the place by enhancing details. The conclusion suggests six different lighting design methods to create inclusive public areas, such as beautifying details and legibility with vertically lit surfaces. These six principles could make urban public places more socially inclusive for marginalised groups, women, and other vulnerable groups. The results should be compared and confirmed by using control groups with other non-marginalised groups.

A universal inverse design methodology for microfluidic mixers.

The intelligent design of microfluidic mixers encompasses both the automation of predicting fluid performance and the structural design of mixers. This article delves into the technical trajectory of computer-aided design for micromixers, leveraging artificial intelligence algorithms. We propose an automated micromixer design methodology rooted in cost-effective artificial neural network (ANN) models paired with inverse design algorithms. Initially, we introduce two inverse design methods for micromixers: one that combines ANN with multi-objective genetic algorithms, and another that fuses ANN with particle swarm optimization algorithms. Subsequently, using two benchmark micromixers as case studies, we demonstrate the automatic derivation of micromixer structural parameters. Finally, we automatically design and optimize 50 sets of micromixer structures using the proposed algorithms. The design accuracy is further enhanced by analyzing the inverse design algorithm from a statistical standpoint.

Unraveling Challenges with the Implementation of Universal Design for Learning: A Systematic Literature Review

Unraveling Challenges with the Implementation of Universal Design for Learning: A Systematic Literature Review

Biophilic design patterns and universal design principles application in the long-term residential care centers for the elderly

Biophilic design patterns and universal design principles application in the long-term residential care centers for the elderly

Requirements and principles of designing online course for students with disabilities in the modern digital space of the university: theoretical analysis

Introduction. In the present, the issues of digitalization of education continue to form the agenda of leading international organizations (UN, UNESCO). It is recognized that the use of digital technologies makes it possible to diversify the means of involvement in the learning process, taking into account existing differences in individual educational needs. It was also noted that there is still a problem of the lack of clear guidelines for the implementation of technologies in practice, which determines the relevance of issues of the quality of digital content in terms of its accessibility, compliance with various educational needs, including those with disabilities. The purpose of this article is to identify the key requirements and principles for designing an online course for students with disabilities in the modern digital space of the university. Materials and methods. Methods of analysis, synthesis, extrapolation, and document analysis were used in the study. The systematic approach allowed us to formulate an important methodological principle of the relationship between the requirements and conditions put forward for the design of online courses for students of different groups with disabilities. To achieve this goal, we relied on the regulatory framework of the Russian Federation on the accessibility and quality of the digital educational environment for people with disabilities, data from the NAFI analytical center on the assessment of the level of digital competencies for the period from 2018 to 2022. As one of the examples, we relied on a study conducted among students and graduates with disabilities in a number of universities in the Sverdlovsk, Chelyabinsk and Kurgan regions. Results. Debatable issues in the light of the digitalization of the university still remain: the predominantly formal nature of the creation of digital environments, their demand in the educational space, taking into account the individual needs of target groups, etc. The research problem consists in explication of general approaches and requirements, principles of designing online courses for students with disabilities in the context of the development of the modern digital space of the university, which will allow creating (correcting) a universal constructor of such an educational resource that ensures the implementation of the educational route for students inclusively. The article shows that when designing an online course, the following conditions must be taken into account: technological, psychological and pedagogical, organizational and methodological. Of course, special attention should be paid to providing methodological requirements for the development of content by users with hearing and vision impairments. This should be reflected in the structure of the organization of educational content. It is necessary to take into account the psychological and pedagogical features of such a contingent of users. Conclusion. We believe that the immediate tasks in designing online courses for students with disabilities at the university, taking into account the digitalization of the educational space of the university, will be: conceptualization of the digital educational space of the university, taking into account the principles of universal design; regulatory and legal support of the process of integrating online resources into the educational environment of the university; methodological support and content filling.

A Recent History of Activism for Accessibility in Japan (1981–2006)

In this article, I consider how Japanese activists for accessibility localized concepts born out of American and European advocacy, reinterpreted them in light of domestic conditions, and then used them to pass policies for some physically disabled communities between 1981 and 2006. My analysis, which examines newspapers, magazines, state records, and documents from disability organizations, highlights how Japanese activists negotiated global understandings of Independent Living and capitalized on local concerns about the nation’s aging population to convince policy makers to promote the creation of barrier-free facilities and implementation of Universal Design. I conclude that the study of disability in Japan and other parts of the world must include the study of successes and failures of activism for accessibility in differing cultural contexts, and that further research on Japan is needed to continue improving the inclusivity of our increasingly global society.

The The Advantages and Challenges of Inclusive Education: Striving for Equity in the Classroom

Inclusive education is the process of integrating individuals with disabilities into a regular classroom, and it helps reflect the world’s commitment to equal educational opportunities as outlined in UNCRPD. It emphasizes the importance of embracing diversity and promoting acceptance among students who are impaired. This paper examines why it is important to include learners with impairments into mainstream classes and the favorable attitudes towards inclusive education among teachers, administrators and students. Many barriers hinder its implementation such as lack of professional development for teachers, insufficient facilities for learning, difficulty in creating relationships between classmates, inadequate parent participation, and absence of legislations and policies that are aligned towards its practice. The role of several educational theories like social constructivism, humanistic approach and universal design for learning (UDL) have been discussed to show their relevance in addressing challenges found in inclusive learning. Social Constructivism shows how collaborative work can be used inside the classrooms so that peer rejection will be lessened. The approach that is humanistic stresses about the comprehensive growth all individuals while addressing the needs of learners with disabilities. UDL focuses on promoting an accessible learning environment and eliminating physical barriers to foster successful growth for all students. Moreover, this article underlines relevance of awareness on how children with impairments can be incorporated into conventional classrooms and benefits which inclusive education has for both disabled and non disabled students. In conclusion, this paper emphasized the transformative nature of inclusive education in fostering a learning atmosphere that promotes diversity, empathy, and acceptance, contributing to students’ overall development.

Making written texts for learning more accessible with easy-to-read and universal design

Reading is regarded as one of the basic learning processes that provides multiple skills and abilities for daily life. The study reported on here arose from evidence of reading comprehension difficulties of middle school students in Colombia, and from reflection on the didactic strategies used for the promotion and teaching of reading. The purpose of this research was to strengthen students’ reading comprehension by taking advantage of the benefits of Easy-to-Read in the context of a methodology applied in Universal Design for Learning. The methodology was centred on the critical social paradigm, and the type of research was mixed with a design based on action research. The instruments used included non-participant observation, online questionnaire, standardised testing and a survey. The pedagogical proposal “Easy Reading” was designed and implemented to show progress in the students’ reading comprehension skills, meeting the objectives set.

Koncepcja projektowania uniwersalnego jako element podnoszenia świadomości potrzeb osób z niepełnosprawnością wśród studentów. Z doświadczeń Uniwersytetu Jana Długosza w Częstochowie

The concept of universal design as an element of raising awareness of the needs of people with disabilities among students: the experience of the Jan Długosz University in Częstochowa The article is devoted to deepening students’ knowledge about the needs of people with disabilities. Its aim is to present the implementation of the project of the National Center for Research and Development entitled Universal Fields - Universal Society, implemented at the Jan Długosz University in Częstochowa, which focused on introducing mandatory classes in the field of accessibility and universal design into the study programs of selected fields. The article presents solutions implemented into the University’s teaching, in the form of traditional lectures, exercises, but also innovative workshops with people with special needs, simulations using specialized equipment and simulators, as well as study visits. The authors of this text also included the results of the classes and the opinions of students participating in them, pointing to the need to create an environment, services and products consistent with the assumptions of universal design.

An Analysis of the Impact of Universal Design Principles on Habitability Based on Public Rental Housing Supply Types

An Analysis of the Impact of Universal Design Principles on Habitability Based on Public Rental Housing Supply Types

Cultivating Positive Classroom Environments: Exploring the Efficacy of Immersive Technologies in Removing Barriers to Learning Among Primary School Students

This is a small-scale qualitative participatory research study conducted in two large primary schools in Ireland with classes for autistic students. The paper reports how a menu of immersive technology learning experiences was thoughtfully designed and employed with autistic children who were communicating through their behavior an aversion to the learning environment and many aspects of conventional learning activities. Through this study, students were enabled to explore and respond to learning through immersive learning environments. The Universal Design for Learning (UDL) infused design of these immersive learning experiences was tailored to remove barriers to learning, thus counteracting the observable disruptive behaviors of the students. The study explores a purposive sample of six participating teachers’ perspectives on the affective gains (engagement, motivation, and self-efficacy) achieved through the use of these immersive experiences and their impact on students’ use of disruptive behaviors as a means of communication. Semi-structured interviews with teacher participants were analyzed using the theory and a general inductive approach for qualitative data analysis. This paper contributes to the literature on the use of immersive technologies in education and highlights the potential benefits of incorporating these technologies into the classroom.

Virtual Worlds for Learning in Metaverse: A Narrative Review

As digital technologies continue to evolve, they offer unprecedented opportunities to transform traditional educational paradigms. Virtual worlds offer a dynamic and immersive platform for fostering sustainability education, bridging the gap between theoretical knowledge and practical application. In these interactive environments, students can engage with complex ecological systems and sustainability challenges in a risk-free setting, allowing for experimentation and exploration that would be impractical or impossible in the real world. This study aims to investigate the application of various types of virtual worlds in educational settings, examine their characteristics and potential, and explore how they foster critical 21st-century skills like critical thinking, creativity, communication, and collaboration. This paper comprehensively explores various types of virtual worlds—Adventure World, Simulation World, Creative World, Role-Playing World, and Collaborative World—assessing their impact on educational processes and outcomes. Adventure Worlds, with narrative-driven quests, engage students in exploratory learning within a story context. Simulation Worlds replicate real-world environments, allowing students to practice and hone practical skills in a risk-free setting. Creative Worlds provide open-ended, sandbox-like environments where innovation and imagination are paramount. Role-Playing Worlds facilitate empathy and perspective-taking through character-driven scenarios, while Collaborative Worlds emphasize teamwork and problem-solving in group projects. The narrative review methodology was adopted for the comprehensive analysis and synthesis of the literature to assess the impact and integration of virtual worlds in education, focusing on identifying trends, challenges, and opportunities within this domain. The evaluation methodology used in this study incorporates a mix of the Theory of Inventive Problem Solving (TRIZ), Concept-Knowledge (C-K) theory, Structure-behavior-function (SBF) modeling, the Framework for 21st Century Learning (P21), and Universal Design for Learning (UDL) to evaluate the characteristics and educational potential of different virtual world types. Findings indicate that virtual worlds effectively support critical thinking, creativity, communication, and collaboration skills, presenting a comprehensive analysis of how these environments can support, supplement, or transform traditional educational models. The main outcome of the study is the comprehensive exploration of various types of virtual worlds—Adventure World, Simulation World, Creative World, Role-Playing World, and Collaborative World—in education, demonstrating their significant potential to enhance learning experiences and outcomes through immersive, interactive environments that foster critical thinking, creativity, communication, and collaboration skills.

A Highly Selective Implantable Electrochemical Fiber Sensor for Real-Time Monitoring of Blood Homovanillic Acid.

Homovanillic acid (HVA) is a major dopamine metabolite, and blood HVA is considered as central nervous system (CNS) dopamine biomarker, which reflects the progression of dopamine-associated CNS diseases and the behavioral response to therapeutic drugs. However, facing blood various active substances interference, particularly structurally similar catecholamines and their metabolites, real-time and accurate monitoring of blood HVA remains a challenge. Herein, a highly selective implantable electrochemical fiber sensor based on a molecularly imprinted polymer is reported to accurately monitor HVA in vivo. The sensor exhibits high selectivity, with a response intensity to HVA 12.6 times greater than that of catecholamines and their metabolites, achieving 97.8% accuracy in vivo. The sensor injected into the rat caudal vein tracked the real-time changes of blood HVA, which paralleled the brain dopamine fluctuations and indicated the behavioral response to dopamine increase. This study provides a universal design strategy for improving the selectivity of implantable electrochemical sensors.

Innovations in STEM education for students with disabilities: A critical examination

This research paper explores the multifaceted landscape of inclusive STEM education for students with disabilities, dissecting innovations in instructional strategies, accessible resources, teacher professional development, institutional support, evaluation, and ethical considerations. The paper unravels a tapestry of methodologies fostering equitable learning environments through the lens of Universal Design, Differentiated Instruction, and cutting-edge technologies. The pivotal role of teacher professional development and institutional commitment is emphasized, complemented by insights into crafting accessible STEM resources and inclusive assessment practices. Ethical considerations underscore the imperative of fairness, transparency, and respect. In conclusion, the paper envisions a future where inclusive excellence in STEM education becomes a reality, shaping a world where every student, regardless of ability, is empowered in scientific discovery and innovation.

Optimizing the Patient Experience for Women With Disabilities in the Breast Imaging Clinic.

While there are varying opinions on what age to begin and at what interval to perform breast cancer screening, screening mammography is recommended for all women irrespective of disability. Unfortunately, women with disabilities are more likely to present with later-stage disease and higher mortality owing to the barriers for more widespread screening in this population. Women with disabilities may experience challenges accessing breast imaging services, and imaging centers may have suboptimal facilities and staff who are inexperienced in caring for this population. Efforts to increase accessibility by employing universal design to increase ease of access and provide training to improve the patient experience will go far to improve outcomes for patients with disabilities. To date, there exists no comprehensive guidance on how to improve breast cancer screening programs for women with disabilities. The purpose of this paper is to review barriers to screening faced by patients with disabilities, describe strategies to overcome these barriers, and provide guidance for radiologists and referring providers in selecting the best exam for the individual patient.

Automated Vehicles: Future Initiatives for Occupational Therapy Practitioners and Driver Rehabilitation Specialists.

This article addresses a critically important topic for the occupational therapy (OT) profession and driver rehabilitation specialists (DRS), related to the introduction and deployment of personal and public automated vehicles (AVs); and discusses the current and corresponding changing roles for these professionals. Within this commentary, we provide an overview of the relevant literature on AV regulations, policy, and legislation in North America, the various levels of AV technology, and inclusive and universal design principles to consider in AV deployment for people with disabilities. The role of the OT practitioner and DRS is described within the context of the person-environment-occupation-performance model, and within the guidelines of the Association for Driver Rehabilitation Specialists and the American Occupational Therapy Association. The article concludes with considerations for an extended clinical agenda, a new research agenda, and a call for action to OT practitioners and DRS, as well as to educators, certification bodies, professional organizations, and collaborators.