What Universal Design for Learning principles, guidelines, and checkpoints are evident in educators’ descriptions of their practice when supporting students on the autism spectrum?

2020 ◽  
Vol 102 ◽  
pp. 101583
Author(s):  
Suzanne Carrington ◽  
Beth Saggers ◽  
Amanda Webster ◽  
Keely Harper-Hill ◽  
Julie Nickerson
Keyword(s):  
Universal Design ◽  
Universal Design For Learning ◽  
Autism Spectrum ◽  
Design For Learning ◽  
Learning Principles

scholarly journals Universal Design for Learning Principles in a Hybrid Course

SAGE Open ◽  
2013 ◽  
Vol 3 (1) ◽  
pp. 215824401348078 ◽  
Author(s):  
Rebecca Elder Hinshaw ◽  
Suad Sakalli Gumus
Keyword(s):  
Universal Design ◽  
Universal Design For Learning ◽  
Hybrid Course ◽  
Design For Learning ◽  
Learning Principles

Smartwatch Executive Function Supports for Students With ID and ASD

2020 ◽  
pp. 016264342095002
Author(s):  
Rachel E. Wright ◽  
Don D. McMahon ◽  
David F. Cihak ◽  
Kathryn Hirschfelder
Keyword(s):  
Autism Spectrum Disorders ◽  
Intellectual Disability ◽  
Universal Design ◽  
Universal Design For Learning ◽  
New Technology ◽  
Autism Spectrum ◽  
Design For Learning ◽  
Technology Applications ◽  
Spectrum Disorders ◽  
Multiple Probe

This study examined the use of a wearable smartwatch-based intervention to support the executive functioning needs of college students with intellectual disability and autism spectrum disorders. The study was designed to address the universal design for learning guidelines and checkpoints for Provide options for Executive Functions. Three students with intellectual disability, two on the autism spectrum, participated in this multiple-probe across participants with an embedded ABAB design to determine whether a causal relationship exists between the smartwatch intervention and the percentage of tasks completed independently. Students were taught to use a wearable smartwatch device to enter novel appointments for the coming week and the associated tasks. All students self-operated the wearable device to enter appointments, attend appointments on time, and complete associated tasks. Results are discussed in the context of applying new technology applications to assist individuals with intellectual disability and autism to self-manage technological supports to learn new skills, set reminders, and enhance independence.

Performing Without Sound: Using Sign Language to Teach Expressive Qualities of Music

2021 ◽  
pp. 104837132110344
Author(s):  
Emily Hatch
Keyword(s):  
Sign Language ◽  
Universal Design ◽  
Universal Design For Learning ◽  
Learning Opportunities ◽  
Design For Learning ◽  
Learning Principles ◽  
A Performance

Performing can be taught in more ways than just with singing and instruments; sign language is also a legitimate option for teaching students about the expressive qualities of music through performance. Using sign language as a performance option serves to promote differently abled musicians. It also is a way to use Universal Design for Learning principles to create learning opportunities in a variety of modalities for all students

scholarly journals Tech-Based Approaches To Supporting And Engaging Diverse Learners: Visual Strategies For Success

2018 ◽  
Vol 11 (2) ◽  
pp. 45-56
Author(s):  
Sarah E. Bryans-Bongey
Keyword(s):  
Teaching And Learning ◽  
Universal Design ◽  
Graphic Organizers ◽  
Universal Design For Learning ◽  
Autism Spectrum ◽  
Exact Nature ◽  
Technology Choice ◽  
Expressive Communication ◽  
Design For Learning ◽  
Learner Profile

This paper explores teaching and learning applications at the intersection between Universal Design for Learning, Assistive Technology, and mainstream educational technology. Informed by the SETT framework in which the technology choice is informed by student, environment, and task (Dell, Newton, & Petroff, 2017; Zabala, 2005), this paper is designed for a learner-profile consistent with learners who need concrete and visual approaches to optimize receptive and expressive communication. The visual and interactive approaches shared here include Universal Design, graphic organizers, and comic strip creations, and may appeal to teachers of students on the autism spectrum as well as others who are responsive to visual supports.  While it is not possible to predict the exact nature of the environment and tasks at hand for these students, the paper leaves those decisions in the hands of the readers. Approaches and suggestions shared here reflect practitioner experience, findings from the literature, and data from a 2016 course, in which a small number of diverse students reinforced the concept that UDL approaches increased their engagement and success.

scholarly journals Accessing Middle School Social Studies Content Through Universal Design for Learning

2019 ◽  
Vol 9 (1) ◽  
Author(s):  
Megan Mackey
Keyword(s):  
Middle School ◽  
Social Studies ◽  
Universal Design ◽  
Universal Design For Learning ◽  
Skill Development ◽  
Design For Learning ◽  
Access To Knowledge ◽  
Learning Principles

Universal design for learning is intended to provide opportunities for all students to be successful. An exploration of Mr. Morales’s middle school social studies classroom reveals the universal design for learning principles of multiple means of engagement, representation, and action and expression infused throughout every lesson. These strategies afford access to knowledge and skill development for all students.

scholarly journals Universal Design for Learning in the University Classroom

2019 ◽  
Vol 4 (1) ◽  
pp. 38
Author(s):  
Patricia Kohler-Evans ◽  
Chayla D. Rutledge ◽  
Candice Dowd Barnes
Keyword(s):  
Higher Education ◽  
Professional Development ◽  
Universal Design ◽  
Universal Design For Learning ◽  
Traditional Lecture ◽  
Design For Learning ◽  
Design Paradigm ◽  
Learning Principles ◽  
K 12 ◽  
The University

Universal Design for Learning (UDL) is based on the architecture and industrial design paradigm, universal design. The UDL framework provides guidelines for teachers when they create, instruct, and assess the delivery of content. Based on three underlying principles: multiple means of representation, action and expression, and engagement, UDL targets the needs of every learner in the classroom. Although much has been written about UDL in the K-12 classroom, the principles apply equally to higher education. Most faculty are well versed in the delivery of content through a traditional lecture format, yet few consider applying UDL principles. It is not enough that an instructor provide knowledge. He or she must also ensure that critical content is accessible to all students entering the university classroom. Faculty members recognized for their excellence in teaching include teaching strategies that are aligned to UDL principles. These strategies include creation of positive learning environments, use of humor, active engagement vs passive engagement, and explicit structure. The primary purpose of the article is threefold: to discuss the importance of using a UDL approach in higher education, to help faculty begin using a UDL approach through professional development, and sharing strategies for students in the higher education classroom.  Recommendations are made for providing professional development to faculty to increase their use of universal design for learning principles with questions for consideration. Additional recommendations are made for teaching students through the UDL lens. By using a UDL framework, all students have access to curriculum in ways meaningful to each individual.

Sign in / Sign up

Export Citation Format

Share Document