Universal Design for Instruction: A Framework for Anticipating and Responding to Disability and Other Diverse Learning Needs in the College Classroom

2003 ◽  
Vol 36 (1) ◽  
pp. 40-49 ◽  
Author(s):  
Sally S. Scott ◽  
Joan M. McGuire ◽  
Teresa E. Foley
Keyword(s):  
Universal Design ◽  
College Classroom ◽  
Learning Needs ◽  
Universal Design For Instruction ◽  
Diverse Learning

scholarly journals Using Webquest As A Universal Design For Learning Tool To Enhance Teaching And Learning In Teacher Preparation Programs

2011 ◽  
Vol 8 (3) ◽  
Author(s):  
Chien-Hui Yang ◽  
Pei Wen Tzuo ◽  
Cecile Komara
Keyword(s):  
Teacher Preparation ◽  
Problem Solving ◽  
Teaching And Learning ◽  
Universal Design ◽  
Universal Design For Learning ◽  
Learning Needs ◽  
Problem Solving Skills ◽  
Diverse Learning ◽  
Design For Learning ◽  
Strongly Agree

Developed by Dodge (1995), WebQuest is an inquiry-based teaching tool, in which students of all ages and levels participate in an authentic task that use pre-designed, pre-defined internet resources, though other print resources can also be used. Learners will put the focus on gathering, summarizing, synthesizing, and evaluating the information within clearly defined parameters in order to accomplish an authentic task set by the instructor. WebQuest takes a problem-solving approach and exhibits a clear structure that guides the learning processes and interactions (Dodge, 2001), and can be used for different subject areas across age levels, from young children to adult learners (Ezell, Klein, Hines, & Hall, 2003). In teacher preparation, research has shown that WebQuest enhanced problem-solving skills, higher order thinking, motivation, creativity, critical thinking, active learning, connection to authentic contexts (Abu-Elwan, 2007; Allan & Street, 2007; Lim & Hernandez, 2007) and assisted in bridging the theory to practice gap (Lim & Hernandez, 2007). It should be noted that most studies were conducted on the subject areas of Math, literacy, or science. In Singapore context, many local teachers still havent heard of WebQuest and learned about using WebQuest in their teaching. Further, few research studies have focused on establishing WebQuest as an evidence-based practice in enhancing teaching and learning or a pedagogy promoting Universal Design for Learning and inquiry based learning. This research project intends to introduce WebQuest, to be modelled and integrated in a course training special education pre-service teachers (allied educators) in Singapore. Specifically, the following research questions were posed: (1) Does the use of WebQuest in teacher preparation promote special education teachers understanding on Universal Design for Learning (UDL) in accommodating students with diverse learning needs? (2) Does WebQuest a useful tool to enhance teachers higher order thinking, engagement, creativity, and collaborative learning skills? (3) Does the use of WebQuest in teacher preparation foster stronger desires for teachers to integrate ICT in teaching and learn more about WebQuest? Forty one teacher responded to a survey questionnaire after experiencing WebQuest developed by the course instructor in teacher preparation program. Teachers also learned about WebQuest as an Universal Design for Learning tool for students with diverse learning needs. The majoirty of teachers indicated strong favors over WebQuest activities over traditional teacher-directed learning methods. All participants found WebQuest helpful in accommodating individual differences and learning styles (Agree: 68.3%; Strongly agree: 31.7%). Forty teachers (N=41) reflected that they used more critical thinking and problem solving skills when they engaged in the WebQuest activities developed by the instructor (39% strongly agree and 56.1% agree). Thirty nine teachers agreed that they were required to use more creativity when they engaged in the WebQuest activities (24.4% of teachers stronly agree and 68.3% agree). The majority of teachers (26.8% strongly agree and 68.3% agree) felt that they know more about ways to incorporate technology for teaching and learning after experiencing WebQuest in this class. They also indicated that they would like to use more technology and web resources in teaching in the future after learning about WebQuest (41.5% strongly agree and 53.7% agree).

Dialogic Teaching and Translanguaging in Deaf Education

2018 ◽  
Author(s):  
Ruth Swanwick
Keyword(s):  
Language Learning ◽  
Learning Experience ◽  
Deaf Education ◽  
Deaf Children ◽  
Learning Needs ◽  
Learning And Teaching ◽  
Diverse Learning ◽  
Language Context ◽  
Pedagogical Framework

This chapter proposes a pedagogical framework for deaf education that builds on a sociocultural perspective and the role of interaction in learning. Pedagogical principles are argued that recognize the dialogic nature of learning and teaching and the role of language as “the tool of all tools” in this process. Building on established work on classroom talk in deaf education, the issues of dialogue in deaf education are extended to consider deaf children’s current learning contexts and their diverse and plural use of sign and spoken languages. Within this broad language context, the languaging and translanguaging practices of learners and teachers are explained as central to a pedagogical framework that is responsive to the diverse learning needs of deaf children. Within this pedagogical framework practical teaching strategies are suggested that draw on successful approaches in the wider field of language learning and take into account the particular learning experience and contexts of deaf children.

Concept And Practices In Inclusive Education

2021 ◽  
pp. 195-206
Author(s):  
Hemlata
Keyword(s):  
Inclusive Education ◽  
Universal Design ◽  
School Setting ◽  
Education For All ◽  
Learning Needs ◽  
School Life ◽  
Regular School ◽  
Personalized Education ◽  
Ancient Times

The philosophy of inclusion is not new to India. It was very much there in the ancient times when all children were sent to ‘gurukuls’ for education. In today's context also, the emphasis is on providing education to all children in an inclusive environment. Inclusive education means education of all children, with and without disabilities together in regular schools. It is an approach, which takes into account unique characteristics, interests, abilities and learning needs of all children. It is an attempt to meet the unique needs of every child in a regular school setting where all children, including those with disability, try to participate in all facets of school life. The goal is to provide accommodating and personalized education for all students within the context of a general educational classroom. The need of the hour is to develop a universal design of learning which makes learning joyful for all children.

scholarly journals Students’ Voice in Learning Style Assessment: The Innovative Learning Experiences Tool (ILE)

2016 ◽  
Vol 6 (2) ◽  
pp. 180
Author(s):  
Nosisana Patricia Mkonto
Keyword(s):  
Higher Education ◽  
Learning Styles ◽  
Learning Style ◽  
Learning Process ◽  
Assessment Tool ◽  
Learning Experiences ◽  
Active Role ◽  
Learning Needs ◽  
Diverse Learning ◽  
Innovative Learning

<strong></strong><p>Students who enter higher education have diverse learning needs, andhigher education institutions need to provide for these needs. One way of dealing with this variety of learning needs is to empower students to play an active role in their own learning, by making them aware of their learning styles.  Identifying learning styles is an important facet within the learning process. Assessing learning styles could provide students with an opportunity to be reflective, and interrogate how they learn. Students’ learning styles can be assessed by using a learning styles assessment tool. The Innovative Learning Experiences (ILE) which was developed in this study, caters for the students` voice where students reflect on their past and present learning experiences. </p><br /><strong> </strong>

scholarly journals The Goal of the Universal Design for Learning: Development of All to Expert Learners

2021 ◽  
pp. 23-57
Author(s):  
Julita Navaitienė ◽  
Eglė Stasiūnaitienė
Keyword(s):  
General Education ◽  
Universal Design ◽  
Universal Design For Learning ◽  
Self Regulation ◽  
Learning Goals ◽  
Learning Needs ◽  
Personal Learning ◽  
General Education Curriculum ◽  
Design For Learning ◽  
Learning Development

AbstractOver the past 10 years, every learner’s ability to achieve the highest level of learning success has become quite an important topic. The Universal Design for Learning (UDL) sets a goal to allow all learners to achieve their optimal learning experience that matches inclusive education. Learners who can assess their own learning needs set their personal learning goals, and monitor their progress are termed the expert learners (McDowell. Developing expert learners: a roadmap for growing confident and competent students. Corwin, 2019). This chapter focuses on theoretical backgrounds for expert learners’ paradigm. It starts from fundamental constructivist theories and moves towards the theory of self-regulation and cognitive neuroscience approach. It concentrates on the theory of self-determination, which, in our opinion, validates in the best way the nature of the expert learners’ development. Implementation of the Universal Design for Learning allows all learners to access, participate in, and progress in the general-education curriculum. This chapter presents the specific profile of the expert learners covering their main characteristics and qualities and revealing the essence of the UDL framework. Educators could use the profile as the educational guidelines conductive to understand how the process of becoming the expert learner proceeds.

Universal Design for Learning in Today’s Diverse Educational Environments

2014 ◽  
pp. 1-10
Author(s):  
Kathleen Bastedo ◽  
Jessica Vargas
Keyword(s):  
Learning Environments ◽  
Universal Design ◽  
Universal Design For Learning ◽  
Stepping Stone ◽  
Design Learning ◽  
Barriers To Access ◽  
Educational Environments ◽  
Diverse Learning ◽  
Design For Learning ◽  
Made In

Learning can be difficult for a myriad of reasons and not just for those with disabilities and for those dedicated to teaching in its many forms. It can be next to impossible to accommodate the variety of students encountered in today’s diverse learning environments. This is where the principle of Universal Design for Learning (UDL) can be successfully applied. This chapter explores the strides made in creating content that brain-based research supports as a way for not only motivating students to learn, but also for allowing those with disabilities a way to learn that meets their specific needs. Although there is no one surefire way to design learning that teaches everyone, UDL is a stepping-stone to that pursuit. If implemented to its fullest potential, it can be a panacea to reducing many barriers to access and learning.

Enhancing Instructor Capacity Through the Redesign of Online Practicum Course Environments Using Universal Design for Learning

2018 ◽  
pp. 1-20
Author(s):  
Jennifer V. Lock ◽  
Carol Johnson ◽  
Noha Altowairiki ◽  
Amy Burns ◽  
Laurie Hill ◽  
...  
Keyword(s):  
Field Experience ◽  
Universal Design ◽  
Universal Design For Learning ◽  
Current Trend ◽  
Learning Needs ◽  
Learning Approaches ◽  
Design Based Research ◽  
Design For Learning ◽  
Bachelor Of Education ◽  
Recommendations For Practice

A current trend in practicum or field experience programs is online and blended learning approaches being implemented alongside traditional classroom experiences. Principles of Universal Design for Learning (UDL) should be integrated in the design of these online environments in order to better support learning needs of all students. Instructors must also have confidence and competence in designing and facilitating learning within technology-enabled environments. This chapter reports on research conducted using design-based research to support instructor capacity development within field experience in a Bachelor of Education program. Three strategies are identified and discussed to enhance instructor's capacity: scaffolded support, modeling UDL practice in the online environment, and coaching to foster developing capacity using UDL. The chapter concludes by reporting on a new study that emerged as a result of this work, along with recommendations for practice.

Web-Based Synchronized Multimedia Lecturing

2008 ◽  
pp. 1-1
Author(s):  
Kuo-Yu Liu ◽  
Herng-Yow Chen
Keyword(s):  
Online Courses ◽  
Random Access ◽  
Learning Needs ◽  
Web Based ◽  
New Era ◽  
Web Technologies ◽  
Knowledge Domains ◽  
Diverse Learning ◽  
Language Courses ◽  
Multimedia Technologies

Over the last decade, the emerging Web technologies have opened a new era for distance education, where online courses can be created and accessed in a very easy way not previously available. Many online courses based on HTML pages thus are now available in cyberspace for synchronous or asynchronous distance learning (Anderson, Beavers, VanDeGrift, & Videon, 2003; Gregory, 1999; Muller & Ottmann, 2000; Shi et al., 2003; Siddiqui & Zubairi, 2000). However, without the support of multimedia, the static HTML pages can only serve as different kinds of simple “dumb” lecture notes on a network. Thus most students may lose interest quickly and eventually give up self-learning (Zimmer, 2003). Furthermore, this kind of unguided, static HTML pages are clearly insufficient for diverse learning needs and for different knowledge domains. With the dramatic development of multimedia technologies, we can integrate various media and provide students with vivid multimedia lectures on the Web. For example, the presentation techniques of online language courses should stress the importance of multimedia (e.g., voice and video) and document interaction flexibility (e.g., random access and repeated play of a specific speech segment) much more than other courses do (Brett, 1998; McLoughlin, Hutchinson, & Koplin, 2002).

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