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

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.

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Validation of the UDL Reporting Criteria With Extant UDL Research

Remedial and Special Education ◽

10.1177/0741932519847755 ◽

2019 ◽

Vol 41 (4) ◽

pp. 219-230 ◽

Cited By ~ 1

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.

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Applying Universal Design for Learning to Create a Transformational and Accessible Learning Framework for a Technology-Driven International University

Handbook of Research on Challenges and Opportunities in Launching a Technology-Driven International University - Advances in Higher Education and Professional Development ◽

10.4018/978-1-5225-6255-9.ch010 ◽

2019 ◽

pp. 179-194

Author(s):

Kimberly K. Floyd ◽

Neal Shambaugh

Keyword(s):

Universal Design ◽

Universal Design For Learning ◽

Academic Programs ◽

Research Experiences ◽

Learning Framework ◽

Design For Learning ◽

Academic Units ◽

International University ◽

Administrative Units ◽

To Receive

Universal design for learning (UDL) guides the developers of the technology-driven international university to design flexible academic programs and design features of the supporting academic units. Faculty, staff, and administrators share a moral responsibility to enable all people to access educational opportunities. Adherence to UDL guidelines ensures accessible academic programs and acknowledges that humans vary in their capacity and location to receive educational and research experiences. The chapter first examines transformational features of the technology-driven internal university, describes the UDL framework, and applies the UDL guidelines to academic programs (UDL-C) and administrative units (UDL-A). Recommendations and further research are suggested applying UDL across a technology-driven international university.

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Universal Design for Learning in Higher Education

Innovations in Teaching & Learning Conference Proceedings ◽

10.13021/g84w3z ◽

2013 ◽

Vol 5 ◽

Author(s):

Linn Jorgenson ◽

Korey Singleton ◽

Jane Bennett

Keyword(s):

Higher Education ◽

Curriculum Development ◽

Universal Design ◽

Universal Design For Learning ◽

Diverse Learners ◽

Opportunities To Learn ◽

Instructional Goals ◽

Design For Learning ◽

Individual Needs

This presentation is designed to introduce a Universal Design for Learning (UDL)framework to participants and then explore the use of UD within student affairsand higher education. We will start with an overview of the three principles of UDL,which is a set of principles for curriculum development that give all individualsequal opportunities to learn. UDL provides a plan for creating instructional goals,methods, materials, and assessments that work for everyone—inot a single, one-size-fits-all solution, but rather flexible approaches that can be customized and adjusted for individual needs. We will discuss some of the trends we are seeing here at Mason, including diverse learners and accommodations on how to structure a course.

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