Digital Tools for the Inclusive Classroom: Google Chrome as Assistive and Instructional Technology

2019 ◽  
Vol 34 (3) ◽  
pp. 204-211 ◽  
Author(s):  
Min Wook Ok ◽  
Kavita Rao
Keyword(s):  
Instructional Technology ◽  
Universal Design ◽  
Universal Design For Learning ◽  
Low Cost ◽  
Digital Tools ◽  
Inclusive Classroom ◽  
Organizational Skills ◽  
Inclusive Settings ◽  
Design For Learning

The Google Chrome browser, widely available on computers today, has a variety of free and low-cost apps and extensions that can benefit all students in inclusive classroom settings. Using apps and extensions readily available for the Google Chrome browser, teachers have access to assistive tools that can be useful learning supports for students with and without disabilities. There are apps and extensions available to support literacy, mathematics, and organizational skills. Using these tools, teachers can provide multiple means of representation, expression, and engagement in alignment with Universal Design for Learning guidelines. This article describes how Chrome apps and extensions can be used to support literacy, mathematics, organization, and planning in inclusive settings.

scholarly journals Universal Design for Learning: The More, the Better?

2021 ◽  
Vol 11 (4) ◽  
pp. 164
Author(s):  
Marvin Roski ◽  
Malte Walkowiak ◽  
Andreas Nehring
Keyword(s):  
Quantitative Research ◽  
Universal Design ◽  
Universal Design For Learning ◽  
Epistemic Beliefs ◽  
Learning Gains ◽  
Inclusive Settings ◽  
Design For Learning ◽  
Multiple Indicator ◽  
Science Classes ◽  
Mimic Approach

An experimental study investigated the effects of applying principles of the Universal Design for Learning (UDL). Focusing on epistemic beliefs (EBs) in inclusive science classes, we compared four groups who worked with learning environments based more or less on UDL principles and filled out an original version of a widely used EBs questionnaire or an adapted version using the Universal Design for Assessment (UDA). Based on measurement invariance analyses, a multiple indicator, and multiple cause (MIMIC) approach as well as multi-group panel models, the results do not support an outperformance of the extensive UDL environment. Moreover, the UDA-based questionnaire appears to be more adequately suited for detecting learning gains in an inclusive setting. The results emphasize how important it is to carefully adopt and introduce the UDL principles for learning and to care about test accessibility when conducting quantitative research in inclusive settings.

scholarly journals Learning with Lessened Limitations

2021 ◽  
Vol 2 (1) ◽  
Author(s):  
Brenda Llewellyn Ihssen
Keyword(s):  
Universal Design ◽  
Universal Design For Learning ◽  
Multiple Identities ◽  
Inclusive Classroom ◽  
Design For Learning ◽  
Support Students ◽  
Taking Responsibility

This essay explores how one enlisting the spirit of the “Choose Your Own Adventure” approach to accepting major papers or projects might support students who are learning to take agency and understand themselves as political negotiators in the classroom and in their own learning. To that end, this essay will first briefly explore the method of Universal Design for Learning in the classroom, and then survey how dedication to an inclusive classroom can assist and encourage students of multiple identities in taking responsibility for the management of their own time and their learning.

Using Digital Tools to Foster Student Engagement Within the Universal Design for Learning Framework

2020 ◽  
pp. 411-428
Author(s):  
Lisa Harris ◽  
Lindsay Yearta ◽  
Allison Paolini
Keyword(s):  
Higher Education ◽  
Learning Environments ◽  
Teaching And Learning ◽  
Universal Design ◽  
Universal Design For Learning ◽  
Higher Education Institutions ◽  
Digital Tools ◽  
Learning Needs ◽  
Learning Framework ◽  
Design For Learning

Students are diverse. They vary widely in their background knowledge, interests, languages, academic strengths, and learning needs. In order to retain these students, higher education institutions must create flexible and engaging learning environments. Universal design for learning (UDL) is a research-based framework used to guide the development of instructional goals, teaching methods, materials, and assessments to meet the needs of all learners. The three overarching UDL principles and corresponding guidelines are discussed as a framework for making decisions about integrating digital tools into teaching and learning environments. Examples of how the authors have used technology to meet the guidelines in higher education classrooms are provided.

Equitable and Inclusive (Classroom-Based) Foreign Language Assessment Using Universal Design for Learning

2022 ◽  
pp. 117-136
Author(s):  
Karin Vogt
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Universal Design ◽  
Universal Design For Learning ◽  
Language Assessment ◽  
Inclusive Classroom ◽  
Full Potential ◽  
Foreign Language Learners ◽  
Design For Learning ◽  
Diverse Learner

In increasingly diverse learner groups, it must be ensured that foreign language learners can reach their full potential, so diverse learner needs have to be catered to in teaching and in assessment contexts. Providing accessibility of learning, teaching, and assessment is a matter of equity and has increasingly been embraced as a principle of foreign language assessment. However, accessibility of language assessment has often been seen as a retrospective accommodation rather than a flexible planning of language assessment from the start. The purpose of the chapter is to discuss the potential of Universal Design for Learning (UDL) for (planning) classroom-based language assessment (CBLA) procedures in order to foster equitable and inclusive language assessment. After clarifying relevant terms, the notion of accessibility will be applied to foreign language assessment. UDL as a flexible framework for individualized language learning will be presented and illustrated for a foreign language context before its potential for classroom-based learning assessment (CBLA) is discussed and exemplified.

Leveraging the UDL Framework to Plan Grade-Aligned Mathematics in Inclusive Settings

2021 ◽  
pp. 273247452199002
Author(s):  
Jenny R. Root ◽  
Bree Jimenez ◽  
Alicia Saunders
Keyword(s):  
Universal Design ◽  
Universal Design For Learning ◽  
Learning Goals ◽  
Support Needs ◽  
Step Process ◽  
Inclusive Settings ◽  
Design For Learning

Universal Design for Learning (UDL) is a framework that can be applied when planning inclusive mathematics to benefit all students in a classroom, including students with extensive support needs. This article provides a step-by-step process for using the UDL framework to plan instruction, meeting the needs of all learners. Strategies such as collaboration, prioritizing learning goals, contextualizing mathematics to make it meaningful to learners, and planning for variability across the three principles of UDL—multiple means of expression, representation, and action and expression—are discussed.

scholarly journals Universal Design for Learning (UDL) Across Cultures: The Application of UDL in Kuwaiti Inclusive Classrooms

SAGE Open ◽  
2020 ◽  
Vol 10 (4) ◽  
pp. 215824402096967
Author(s):  
Huda A. Almumen
Keyword(s):  
Qualitative Study ◽  
Students With Disabilities ◽  
Universal Design ◽  
Universal Design For Learning ◽  
Inclusive Classrooms ◽  
Basic Knowledge ◽  
Primary Data ◽  
Inclusive Settings ◽  
Design For Learning

The purpose of this qualitative study was to investigate the role of Universal Design for Learning (UDL) in inclusive settings in which students with and without disabilities learn and gain knowledge. Five teachers from Kuwait participated in the study. Twenty-five consecutive observations were conducted to derive the primary data for this study. Interviews with the teachers were also used to support/add to the study’s results. Findings indicate that UDL is effective in engaging all students, including those with disabilities. The results also found that although teachers may have basic knowledge of UDL, they need more training and practice to successfully address the needs of all students, including students with disabilities.

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