Universal Design for Learning Chemistry Instruction for Students With and Without Learning Disabilities

2020 ◽  
Vol 41 (4) ◽  
pp. 207-218
Author(s):  
Margaret E. King-Sears ◽  
Todd M. Johnson
Keyword(s):  
Learning Disabilities ◽  
Universal Design ◽  
Comparison Group ◽  
Universal Design For Learning ◽  
Future Research ◽  
Chemistry Instruction ◽  
Education Class ◽  
Design For Learning ◽  
Students With Ld ◽  
Business As Usual

Students with and without learning disabilities in high school chemistry classes, either co-taught or self-contained, received instruction on calculating molar conversions using universal design for learning (UDL) or business-as-usual techniques. For Study 1, posttest scores of students with and without learning disabilities (LD) in co-taught classes who received the UDL treatment are compared with peers’ scores in the comparison group. For Study 2, posttest scores from students with LD who received UDL treatment in a self-contained special education class are reported. Students in the UDL treatment scored significantly higher on posttests than comparison group peers in Study 1. Mean scores for students with LD in Study 2 were similar to UDL students in Study 1. Social validity feedback on the UDL instruction was positive. Implications for UDL chemistry instruction and future research are described.

Systematically Applying UDL to Effective Practices for Students With Learning Disabilities

2018 ◽  
Vol 41 (3) ◽  
pp. 179-191 ◽  
Author(s):  
Sara Cothren Cook ◽  
Kavita Rao
Keyword(s):  
Learning Disabilities ◽  
Secondary Teachers ◽  
Grade Level ◽  
Universal Design ◽  
Universal Design For Learning ◽  
Effective Practices ◽  
Students With Learning Disabilities ◽  
Design For Learning ◽  
Students With Ld ◽  
Core Components

Based on the premise that instruction should be designed from the outset to reduce barriers, Universal Design for Learning (UDL) guidelines provide a set of flexible options and scaffolds to ensure access for all learners. Using the UDL framework, teachers and researchers can systematically adapt effective practices that have been established by methodologically sound research studies to have meaningful gains for students with learning disabilities (LD). Specifically, we suggest that teachers can select an effective practice and then use the UDL framework to individualize the practice (while maintaining core components). Furthermore, we propose that researchers may use this approach to (a) clearly define how UDL was applied to a practice and (b) systematically measure the effects of UDL when applied to practices that have been established as effective by methodologically sound research. Although teachers and researchers can apply UDL to effective practices for all students, in this article, we highlight how secondary teachers can design and adapt effective practices for students with LD, who need intensive interventions to improve skills (e.g., reading comprehension, decoding) and access to grade-level curriculum.

Barriers With Implementing a Universal Design for Learning Framework

Inclusion ◽  
2018 ◽  
Vol 6 (4) ◽  
pp. 274-286 ◽  
Author(s):  
LaRon A. Scott
Keyword(s):  
General Education ◽  
Students With Disabilities ◽  
Administrative Support ◽  
Universal Design ◽  
Universal Design For Learning ◽  
Future Research ◽  
Education Teacher ◽  
General Education Teacher ◽  
Design For Learning ◽  
Service Training

Abstract Inclusion of students with disabilities in general education settings is often contingent on teachers' liberties to use inclusive instructional strategies. The current qualitative investigation used focus group, observation, and interviews of 9 special education teachers to understand their attitudes and beliefs concerning challenges with implementing the universal design for learning (UDL) framework to meet the needs of students with and without disabilities. A constant comparative analysis method was used to categorize the data into the following themes that emerged as barriers for implementing the UDL framework: (a) general education teacher support for inclusion, (b) need for administrative support, (c) need for improving general education teacher knowledge of UDL, (d) additional preservice field-based training on UDL, and (e) additional in-service training on UDL. Although the teachers in the study continued to indicate a passion for implementing the UDL framework, the need to address the barriers faced by teachers, and future research and implications significant to moving UDL forward as an inclusive teaching framework are underlined for discussion in the study.

scholarly journals Universal Design for Learning in Assessment: Supporting ELLs with Learning Disabilities

2020 ◽  
Vol 13 (1) ◽  
pp. 79-91
Author(s):  
Thomas A. Delaney ◽  
Maiko Hata
Keyword(s):  
Higher Education ◽  
Learning Disabilities ◽  
Language Learning ◽  
Students With Disabilities ◽  
English Language ◽  
Universal Design ◽  
Universal Design For Learning ◽  
Language Learner ◽  
World Population ◽  
Design For Learning

Studying English is challenging and, for many learners, undiagnosed learning disabilities can present a serious threat to their success. Recent studies indicate that up to 10% of the world population has a non-apparent disability, such as autism or dyslexia. At the same time, few English language learner (ELL) instructors in higher education have training in learning disabilities, and they are often unsure of how to support learners who seem to have extra challenges. This is especially true when it comes to assessment, as instructors often rely on traditional tools that could negatively affect the validity of the assessment outcomes. In this brief reflection, the authors share how instructors can apply the principles of Universal Design for Learning (UDL) to their assessment practices to support students with disabilities, regardless of diagnostic status. First, disabilities that affect language learning will be briefly discussed, followed by the explanation of how English to speakers of other languages (ESOL) assessments present specific challenges for students with disabilities. Then, the authors will provide an overview of UDL theory, which proposes that learners with disabilities are often best served by accommodations in representation, expression and engagement that can benefit the entire class. Most of the paper will focus on specific, practical strategies for implementing UDL within assessment in higher education. Such strategies include building executive function, implementing multi-channel assessment, and learning about students through an “evaluation loop.”

Equity Pedagogies for Inclusive Online Classrooms in Higher Education

2022 ◽  
pp. 379-399
Author(s):  
Ieda M. Santos ◽  
Wenli Wu
Keyword(s):  
Collaborative Learning ◽  
Universal Design ◽  
Universal Design For Learning ◽  
Learning Experiences ◽  
Future Research ◽  
Diverse Students ◽  
Learning Framework ◽  
Inclusive Learning ◽  
Online Classrooms ◽  
Design For Learning

Online learning continues to grow and is increasing including more diverse students. Diverse students with various backgrounds and experiences challenge educators to implement pedagogies to achieve equitable learning experiences and outcomes. This chapter aims to discuss four equity pedagogies commonly referred to in the literature that can contribute to democratic and inclusive learning experiences for all students. The chapter's four strategies include pedagogic voice, universal design for learning, equitable assessment, and collaborative learning. Although these strategies were discussed separately, the universal design for learning framework can incorporate both the pedagogic voice, equitable assessments, and collaborative learning while considering their unique perspectives. If well-designed and implemented, these strategies can help all students to receive fair education and prepare them to succeed in a changing world and become agents for social change. The chapter includes recommendations for practice and future research.

Including Individuals With Disabilities in UDL Framework Implementation: Insights From Administrators

Inclusion ◽  
2018 ◽  
Vol 6 (2) ◽  
pp. 127-142 ◽  
Author(s):  
K. Alisa Lowrey ◽  
Sean J. Smith
Keyword(s):  
Students With Disabilities ◽  
Universal Design ◽  
School Principals ◽  
Universal Design For Learning ◽  
Implementation Process ◽  
Future Research ◽  
Intellectual And Developmental Disabilities ◽  
Research And Practice ◽  
Design For Learning ◽  
District Personnel

AbstractIn 2015, the AAIDD National Goals panel recommended the inclusion of the Universal Design for Learning (UDL) framework in services designed to support the needs of learners with intellectual and developmental disabilities (IDD). As a framework that can be implemented district/schoolwide, little is known about the implementation process and administrators' experiences with implementation. Less is known regarding the experiences of administrators' as they implement the framework with learners who struggle or have identified disabilities. To better understand these experiences in implementation, researchers conducted interviews with eighteen school principals/district personnel in a district recognized for fully implementing UDL. A subset of questions from these interviews focused specifically on efforts in implementation to include the needs of learners that are struggling or that have identified disabilities. This research analyzes responses from those administrators specific to supporting students with disabilities. Findings are shared, including those specific to the inclusion of individuals with IDD. Implications for future research and practice are provided.

scholarly journals College STAR for Librarians

2016 ◽  
Vol 74 (1) ◽  
Author(s):  
Clark Nall
Keyword(s):  
College Students ◽  
North Carolina ◽  
Learning Disabilities ◽  
Universal Design ◽  
Universal Design For Learning ◽  
Success Rates ◽  
Students With Learning Disabilities ◽  
Innovative Program ◽  
Design For Learning ◽  
The University

College STAR is an innovative program of the University of North Carolina system intended to improve success rates for college students with learning disabilities.  Librarians can learn from the example of College STAR and from its underlying theory, Universal Design for Learning.

A Journey Through the Development of Online Environments

2017 ◽  
pp. 218-235
Author(s):  
Christopher P. Ostrowski ◽  
Jennifer V. Lock ◽  
S. Laurie Hill ◽  
Luciano da Rosa dos Santos ◽  
Noha F. Altowairiki ◽  
...  
Keyword(s):  
Higher Education ◽  
Field Experience ◽  
Universal Design ◽  
Online Courses ◽  
Universal Design For Learning ◽  
Future Research ◽  
Design Team ◽  
Design For Learning ◽  
Developmental Opportunities ◽  
Online Environments

As higher education institutions move toward offering more online courses, they need to carefully consider how the principles of Universal Design for Learning (UDL) should be integrated into the design and development of the online environments so to better meet the needs of all learners. An example of how this can occur is illustrated in the chapter with a design project that used principles of UDL in the creation of online environments for field experience courses at one Canadian university. The design team shares the journey of developing their understanding of UDL and applying these principles when creating online environments for both students and instructors. The provision of educational developmental opportunities for instructors using various strategies is also highlighted. The chapter concludes with three recommendations for future research.

Reaching Out to Paraprofessionals: Engaging Professional Development Aligned With Universal Design for Learning Framework in Rural Communities

2017 ◽  
Vol 36 (3) ◽  
pp. 136-145 ◽  
Author(s):  
Brenda L. Barrio ◽  
Aleksandra Hollingshead
Keyword(s):  
Professional Development ◽  
Rural Communities ◽  
Students With Disabilities ◽  
Universal Design ◽  
Universal Design For Learning ◽  
Future Research ◽  
Positive Effects ◽  
Design For Learning ◽  
Inland Northwest ◽  
Effectiveness Of Training

The literature reveals that paraprofessionals are responsible for supporting students at risk of/with disabilities in a variety of academic and nonacademic tasks, yet they often lack appropriate training. Recent studies demonstrated the effectiveness of training for paraprofessionals to support students with disabilities in a meaningful way. In rural communities, such professional development and training opportunities are often unavailable despite the need. The purpose of this study was to explore the effects of a Universal Design for Learning (UDL)–based ongoing professional development model for paraprofessionals in rural general and special education classrooms. Specifically, this study sought to first examine the professional development needs among paraprofessionals in rural communities in the inland Northwest United States and second to provide effective and ongoing professional development opportunities. Findings from this study suggest that ongoing professional development models for paraprofessionals working with students with disabilities, based on needs assessments and consistent with UDL framework, have positive effects. Discussions of implications for future research and practice are included.

scholarly journals Taking Universal Design Back to Its Roots: Perspectives on Accessibility and Identity in Undergraduate Mathematics

2019 ◽  
Vol 10 (1) ◽  
pp. 12 ◽  
Author(s):  
Juuso Nieminen ◽  
Henri Valtteri Pesonen
Keyword(s):  
Universal Design ◽  
Course Design ◽  
Universal Design For Learning ◽  
Social Model ◽  
Future Research ◽  
Undergraduate Mathematics ◽  
Disabled Students ◽  
Social Model Of Disability ◽  
Inclusive Learning ◽  
Design For Learning

Universal Design has been promoted to address the diversity of learners in higher education. However, rarely have Universal Design implementations been evaluated by listening to the voices of disabled students. For this study, we investigated the perceptions of three disabled students who took part in an undergraduate mathematics course designed with the principles of Universal Design for Learning and Assessment. The study consists of two parts. First, we observed the experiences students had in relation to the accessibility of the course design. The second part consisted of a further analysis of the students identifying processes to understand how they talked about their learning disabilities during the course. Our results highlight many opportunities and challenges that the course offered to the students, whilst also raising concerns about how the students excluded themselves from their student cohort in their identifying narratives. Based on our results, we argue that Universal Design should be returned to its roots by connecting it with the social model of disability. We call for future research to learn from our mistakes and consider the identifying processes of the students while designing, and hopefully co-designing, inclusive learning environments in mathematics.

scholarly journals Using Universal Design for Learning to Construct Inclusive Science Classrooms for Diverse Learners

2014 ◽  
Vol 7 (2) ◽  
pp. 59-81 ◽  
Author(s):  
Neerusha Baurhoo ◽  
Anila Asghar
Keyword(s):  
Science Teachers ◽  
Universal Design ◽  
Universal Design For Learning ◽  
Diverse Learners ◽  
Students With Learning Disabilities ◽  
Science Classrooms ◽  
Cognitive Access ◽  
Design For Learning ◽  
Academic Barriers ◽  
Students With Ld

This article illuminates academic barriers that students with learning disabilities (LD) face in their science classrooms and the ways in which the Universal Design for Learning (UDL) framework can offer practical ways to promote cognitive access to science education. This article also examines current research on intervention-based practices for students with LD in science classrooms. Drawing on the UDL model, the authors offer a framework for science teachers and practitioners to integrate inclusive practices in their teaching for diverse learners.

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