Validation of the UDL Reporting Criteria With Extant UDL Research

2019 ◽  
Vol 41 (4) ◽  
pp. 219-230 ◽  
Author(s):  
Kavita Rao ◽  
Min Wook Ok ◽  
Sean J. Smith ◽  
Anna S. Evmenova ◽  
Dave Edyburn
Keyword(s):  
Universal Design ◽  
Universal Design For Learning ◽  
Research Network ◽  
Shared Understanding ◽  
Research Committee ◽  
Extant Literature ◽  
Design For Learning ◽  
Key Issues

The Universal Design for Learning Reporting Criteria (UDL RC) were developed as an initiative of the UDL Implementation and Research Network (UDL-IRN) Research Committee. The UDL RC, available for free download on the UDL-IRN website, are a set of guidelines that support the design and dissemination of UDL research by presenting minimal criteria for reporting on UDL components of a practice or intervention. This study sought to empirically evaluate the usability of the UDL RC by applying them to published studies to develop a shared understanding and interpretation of the criteria. Findings highlight key issues of interpretation when criteria are used in practice. Results illustrate that information on learner variability and design are often adequately addressed by the extant literature, whereas information on application and UDL-related outcomes are not as consistently reported. Implications of the UDL RC for practitioners, researchers, and editors are discussed.

Recommendations for a National Research Agenda in UDL: Outcomes From the UDL-IRN Preconference on Research

2019 ◽  
Vol 30 (3) ◽  
pp. 174-185
Author(s):  
Sean J. Smith ◽  
Kavita Rao ◽  
K. Alisa Lowrey ◽  
J. Emmett Gardner ◽  
Eric Moore ◽  
...  
Keyword(s):  
Research Agenda ◽  
Universal Design ◽  
Universal Design For Learning ◽  
Research Network ◽  
Research Committee ◽  
Strategic Actions ◽  
Instructional Goals ◽  
Education Professional Development ◽  
Design For Learning ◽  
To Receive

Universal Design for Learning (UDL) is a framework that continues to receive increased attention at federal and state levels. The benefits of UDL include providing an approach to curriculum and instructional design that creates flexible instructional goals, methods, materials, and assignments. Despite the growing popularity of UDL in national policies, measuring the implementation of the UDL framework remains elusive. In March 2017, the research committee of the Universal Design for Learning–Implementation and Research Network (UDL-IRN) convened a preconference of researchers and practitioners to discuss and make recommendations for a national research agenda. Four workgroups address issues related to UDL. These included (a) operationalizing and applying UDL, (b) instruments for the measurement of UDL, (c) teacher education/professional development (PD) in UDL, and (d) UDL tools, technologies, and resources. The results of the workgroups’ effort to identify issues and strategic actions in UDL implementation and research are reported.

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.

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