Column Guest Editor’s Introduction: A Tactic for Clarifying the Teacher’s Role in Universal Design for Learning

Intervention in School and Clinic ◽

10.1177/1053451220944382 ◽

2020 ◽

pp. 105345122094438

Author(s):

Dave L. Edyburn

Keyword(s):

Academic Success ◽

Universal Design ◽

Universal Design For Learning ◽

Diverse Learners ◽

Knowledge And Skills ◽

College Professors ◽

Fundamental Challenge ◽

Design For Learning ◽

Essential Knowledge ◽

Design Challenges

Readers with an interest in Universal Design for Learning (UDL) will recognize the fundamental challenge presented in this month’s guest column, “Classroom Menus for Supporting the Academic Success of Diverse Learners.” That is, who is responsible for preparing the UDL environment before students enter a classroom? The authors describe three essential knowledge and skills needed by teachers, instructors, and college professors: (a) acquire UDL philosophy, (b) create a toolkit, and (c) create choice menus. They offer practical resources and tools for educators interested in each component. More importantly, after this baseline was established, they argue that it is necessary to evaluate teachers’ UDL knowledge and skills. Toward this end, they propose three UDL Design Challenges and provide a rubric for evaluating a teacher’s claim that they have designed an UDL intervention for their classroom.

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Ten Years Later: Would You Recognize Universal Design for Learning If You Saw It?

Intervention in School and Clinic ◽

10.1177/1053451220963114 ◽

2020 ◽

pp. 105345122096311

Author(s):

Dave Edyburn

Keyword(s):

Executive Function ◽

Academic Success ◽

Universal Design ◽

Universal Design For Learning ◽

Diverse Learners ◽

The Third ◽

Special Series ◽

Universal Usability ◽

Design For Learning ◽

The Relationship

This is the third and final column of a special series on the topic of universal design for learning. Interested readers are encouraged to review the previous two articles: Enhancing Executive Function While Addressing Learner Variability in Inclusive Classrooms (Volume 56, Issue 3) and Classroom Menus for Supporting the Academic Success of Diverse Learners (Volume 56, Issue 4). In the following column, I examine the relationship between universal usability and universal design for learning (UDL).

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Classroom Menus for Supporting the Academic Success of Diverse Learners

Intervention in School and Clinic ◽

10.1177/1053451220944381 ◽

2020 ◽

pp. 105345122094438

Author(s):

Keith Edyburn ◽

Dave Edyburn

Keyword(s):

Academic Success ◽

Fairy Tale ◽

Universal Design ◽

Universal Design For Learning ◽

Diverse Learners ◽

Academic Standards ◽

Time Constraints ◽

Critical Practices ◽

Design For Learning ◽

Learner Agency

In the fairy tale Goldilocks, a young girl enters the home of three bears. As she explores the porridge, chairs, and beds, in each situation she is seeking what is “just right.” It seems that Goldilocks is the perfect metaphor for describing learners experiencing universal design for learning (UDL) as it highlights the importance of learner agency. However, who is in charge of designing the bear’s home to ensure that all that is needed is in place? The teacher’s role in implementing UDL is a topic that has been woefully understudied. This article describes critical practices needed to help teachers design the UDL buffet in ways that provide meaningful support for diverse learners to be successful in achieving high academic standards within the time constraints of the curriculum.

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Extending Universal Design for Learning through Concurrent Enrollment: Algebra Teachers’ Perspectives

Education Sciences ◽

10.3390/educsci8040154 ◽

2018 ◽

Vol 8 (4) ◽

pp. 154 ◽

Cited By ~ 2

Author(s):

Susan Staats ◽

Lori Laster

Keyword(s):

Academic Success ◽

Secondary School ◽

Secondary Schools ◽

Universal Design ◽

Universal Design For Learning ◽

School Teacher ◽

Concurrent Enrollment ◽

University Education ◽

Design For Learning ◽

The Impact

Concurrent enrollment refers to partnerships between postsecondary institutions and schools through which secondary school students can complete a university class taught by a qualifying secondary school teacher at their secondary school. We propose that concurrent enrollment programs are an under-recognized tool for extending the impact of Universal Design for Learning (UDL). The context of our study is an equity-focused university course in algebraic mathematical modeling that is also offered through concurrent enrollment in over 30 secondary schools to over 800 secondary students annually in our state of Minnesota, U.S.A. This paper presents a qualitative analysis of secondary school teachers’ experiences implementing the inquiry pedagogy and the equity goals of the course. Several results are important for UDL. Teachers (1) describe equity in social terms of race, ethnicity, income, immigration, and language status in addition to measures of academic success; (2) perceive improvements in students’ attitudes towards mathematics, school, and university education; (3) perceive student academic growth through mathematical writing; and (4) report close relationships with students. If higher education faculty design their on-campus classes to incorporate UDL principles, concurrent enrollment offers the potential to improve inclusive pathways from secondary schools to universities.

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A practice-based intervention to prepare preservice teachers for inclusion using universal design for learning

10.32469/10355/70066 ◽

2019 ◽

Author(s):

◽

Mary Elizabeth Decker

Keyword(s):

Preservice Teachers ◽

Mixed Methods ◽

General Education ◽

Self Efficacy ◽

Universal Design ◽

Universal Design For Learning ◽

Diverse Learners ◽

Fundamental Knowledge ◽

Design For Learning ◽

The Impact

General education pre-service teachers are expected to teach diverse learners, including those with disabilities, in the general education settings. Yet many are not adequately prepared to teach all students. Universal Design for Learning (UDL) is a framework to increase inclusive practices, however, it is unknown how to best teach this to pre-service teachers. The purpose of this study is to examine the impact of using a practice-based approach to teach UDL as compared to a lecture-based approach to teach UDL to better prepare general education pre-service teachers. Constructs of interest include pre-service teachers' fundamental knowledge including UDL, self-efficacy and UDL application. A mixed methods triangulation design was employed. While pre-service teachers from both groups had significant gains in their foundational knowledge, reported self-efficacy, reported UDL knowledge and ability to apply UDL ideas, participants in the practice-based group did have some advantages, specifically in the area of UDL application.

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Ready-Made Technologies: Incorporating Universal Design into Everyday Activities

Innovations in Teaching & Learning Conference Proceedings ◽

10.13021/g8nc8b ◽

2015 ◽

Vol 7 (1) ◽

Author(s):

Lesley Smith ◽

Anya Evmenova ◽

Kara Zirkle ◽

Courtney Shewak ◽

Korey Singleton

Keyword(s):

Universal Design ◽

Universal Design For Learning ◽

Learning Preferences ◽

Learning Curves ◽

Learning Goals ◽

Knowledge And Skills ◽

Everyday Activities ◽

Hands On ◽

Design For Learning ◽

Education Courses

Universal Design for Learning is the scientifically valid framework for developing educational practices that provides flexibility in how information is presented, in the ways students respond or demonstrate knowledge and skills, and in the ways students engage in learning. Instructors who adopt UDL principles in their teaching can reduce barriers and support all students regardless of their abilities, needs, and learning preferences. This presentation will focus on ways to establishing UDL environments in higher education courses through "ready-mades," hi-tech platforms with low-tech learning curves, while simultaneously energizing learning and nurturing collaborations.Attendees will learn to provide three principles of UDL, which include multiple means of:Representation: Screenchomp, Jing, Video presentationsAction and expression: Voki, Glogster, Popplet,Engagement: Dipity timeline, Voice Thread, PrimaryPadSuch ready-mades also energize collaboration between students. To demonstrate the flexibility of ready-mades, we shall execute an interactive presentation via some of these tools and challenge participants to a hands-on application of these tools to their own learning goals.

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Using Universal Design for Learning as a Lens to Rethink Graduate Education Pedagogical Practices

Reshaping Graduate Education Through Innovation and Experiential Learning - Advances in Higher Education and Professional Development ◽

10.4018/978-1-7998-4836-3.ch009 ◽

2021 ◽

pp. 168-187

Author(s):

Frederic Fovet

Keyword(s):

Higher Education ◽

Graduate Students ◽

Graduate Education ◽

Universal Design ◽

Universal Design For Learning ◽

Diverse Learners ◽

Pedagogical Practices ◽

Design For Learning ◽

Inclusive Pedagogy ◽

The Many

Universal design for learning has gained interest from the higher education sector over the last decade. It is a promising approach to inclusion that allows instructor to design for optimal flexibility so as to address the needs of all diverse learners. Most implementation efforts, however, have concentrated on undergraduate education. The presumption is that graduate students have developed the necessary skills to perform, by the time of their admission into the graduate sector. It is also assumed, somehow, that the graduate population is homogeneous, rather than diverse, even if the literature does not support such assertions. Inclusive pedagogy therefore does not seem currently to be a priority in graduate education. This chapter will debunk these myths and highlight the numerous challenges graduate education faces, as a sector, with regards to the inclusion of diverse learners. It will then showcase the many ways universal design for learning is pertinent and effective in tackling these challenges.

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Designing STEAM Learning Environments

Challenges and Opportunities for Transforming From STEM to STEAM Education - Advances in Educational Technologies and Instructional Design ◽

10.4018/978-1-7998-2517-3.ch001 ◽

2020 ◽

pp. 1-23

Author(s):

Haidee A. Jackson ◽

James D. Basham ◽

Kelli Thomas ◽

Cassandra L. Hunt

Keyword(s):

Learning Environments ◽

Universal Design ◽

Universal Design For Learning ◽

Educational Experiences ◽

Collaborative Problem Solving ◽

Learning Spaces ◽

Steam Education ◽

Design For Learning ◽

21St Century Learners ◽

Design Challenges

This chapter highlights some of the technological changes in society that have led to an increased need to consider instructional and design challenges in implementing STEAM education. Specifically, the chapter discusses how challenges related to designing learning environments in STEAM education can be mediated through application of the Universal Design for Learning (UDL) framework. Consideration is given towards designing for flexible and useable STEAM learning spaces by thinking about and planning for learner variability as a key component towards designing inclusive, humanistic educational experiences. In addition, STEAM learning spaces are discussed in terms of catalyzing learner creativity, providing for individualizing instruction, and empowering 21st century learners to develop collaborative, problem-solving tools, and soft skills.

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