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.

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 Theoretical and Methodological Validation of the Action Research: Methodology of the Scientific Study

2021 ◽  
pp. 59-69
Author(s):  
Ona Monkevičienė ◽  
Alvyra Galkienė
Keyword(s):  
Action Research ◽  
Inclusive Education ◽  
Research Methodology ◽  
Quantitative Research ◽  
Universal Design ◽  
Universal Design For Learning ◽  
Research Question ◽  
Scientific Study ◽  
Research Teams ◽  
Design For Learning

AbstractThis chapter presents the theoretical and methodological substantiation of the action research, which was used by collaborating research teams from Poland, Lithuania, Finland and Austria for the study “Improving Inclusive Education Through Universal Design for Learning”. The chapter discusses different sociocultural contexts in the participating countries and what led to the research question, which asks “How does the implementation of universal design for learning enrich the practice of inclusive education in different educational contexts”. This question was looked at in terms of its relevance to the four above-mentioned countries. It can be argued that the action research is favourable for the development of theory and that inclusive education can be changed and reflected by it. The types of action research chosen by the research teams are discussed, those being collaborative, and critical participatory. The cycles of action research and their goals are also presented. Seeking to substantiate the choices of research teams regarding the process and methods of action research, this chapter elaborates on the aspects of action research organisation that are interpreted differently by the researchers: Can the action research be conducted only by the researcher–teachers or can it be carried out by teachers in cooperation with researchers? Is it possible to use a combination of qualitative and quantitative research? The problem with quality and validity of action research is discussed.

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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