Belief without evidence? A policy research note on Universal Design for Learning

2020 ◽  
pp. 147821032094020
Author(s):  
Michael PA Murphy
Keyword(s):  
Teaching And Learning ◽  
Universal Design ◽  
Universal Design For Learning ◽  
Policy Research ◽  
Research Note ◽  
Evidence Based ◽  
Post Secondary ◽  
Design For Learning ◽  
K 12 ◽  
Implementation Plans

Developed first in the late 1990s by the Centre for Applied Special Technology, the pedagogical framework known as “Universal Design for Learning” (UDL) has drawn increasing investment from K-12 and post-secondary institutions. The promoters of UDL often frame the approach as being “based in neuroscience,” and further as an “evidence-based approach” to instructional design in teaching and learning. While the rhetoric is promising, no rigorous published research has demonstrated any improvement in an education intervention designed with UDL principles in mind. Furthermore, the community of practice around UDL appears to be hostile to questions around the rigor of analysis used to promote UDL interventions. Studies of UDL approaches do not follow best practices in terms of research design, and often solicit anecdotes rather than testing the effectiveness of the approach. The purpose of this policy research note is to survey the state of the art in researching UDL and to clarify the origin of the pedagogical theory. Because the effectiveness of this theory has not been proven, there are no grounds for UDL implementation plans to be framed as “evidence-based” decisions. Further, the reluctance of UDL advocates to rigorously study the effectiveness of their intervention raises important questions about their confidence in the theory. For these reasons, the only evidence-based conclusion that can be made about UDL is that further study is required, as its core claims remain unproven. Institutions of any educational level should proceed with caution before devoting significant resources to implementation of UDL.

scholarly journals Commentary: Navigating the Delicate Emerging Synchronicity Between Inclusion and Access

2014 ◽  
Vol 7 (2) ◽  
pp. 17-24
Author(s):  
Frederic Fovet
Keyword(s):  
Best Practices ◽  
Universal Design ◽  
Universal Design For Learning ◽  
Diverse Learners ◽  
Full Spectrum ◽  
Post Secondary ◽  
Hands On ◽  
Policy Level ◽  
Design For Learning ◽  
K 12

The author examines how the synchronicity between access and inclusion is emerging in both the K-12 and post-secondary fields. Previously, both agendas have too often been artificially distinguished, it is argued. The article examines the opportunities this creates for the hands-on implementation of inclusive practices in the class, and considers some of the repercussions this organic merge will have at policy level. The author also highlights how the progressive overlap between inclusion and access best practices—such as Universal Design for Learning—benefits the full spectrum of diverse learners.

Meeting the Needs of Exceptional Students

2012 ◽  
pp. 28-44 ◽  
Author(s):  
Timothy J. Frey ◽  
E. Ann Knackendoffel
Keyword(s):  
Teacher Education ◽  
Learning Environments ◽  
Universal Design ◽  
Universal Design For Learning ◽  
Teacher Education Programs ◽  
Exceptional Students ◽  
Education Programs ◽  
Design For Learning ◽  
K 12

Today’s K-12 classrooms are learning environments that present teachers with the challenge of meeting the diverse needs of learners. Utilizing technology and the principles of Universal Design for Learning (UDL) can help teachers to meet the exceptional needs of learners in a variety of areas. This chapter presents ideas and strategies to utilize technology to facilitate the implementation of UDL principles (using multiple means of representation, engagement, and expression in the design of instruction) in teacher education and K-12 classrooms. Each principle of UDL is described, and examples of technology that can support implementation of the principle are shared. The chapter concludes with considerations for teacher education programs including providing modeling of UDL instruction and designing instruction with UDL in mind.

scholarly journals Post Secondary educators can increase educational reach with Universal Design for Learning

2017 ◽  
Vol 5 (1) ◽  
pp. 27-36
Author(s):  
Kimberly Coy
Keyword(s):  
Universal Design ◽  
Universal Design For Learning ◽  
Design Stage ◽  
Environment Design ◽  
Barriers To Learning ◽  
Secondary Educators ◽  
Post Secondary ◽  
College And University ◽  
Design For Learning ◽  
Learning Environment Design

Meeting the needs of a variety of learners in college and university settings is of vital importance. By designing courses infused with Universal Design for Learning (UDL) principles, guidelines and checkpoints; professors and instructors create environments targeted toward meeting the educational needs of a wider variety of students. UDL works most effectively at the design stage. This paper aims to support learning environment design by presenting ten specific strategies for infusing UDL within post-secondary courses at the university level. These strategies will include: identifying barriers to learning, alternatives for participating during class time, effective alternative assessments based on construct relevance and UDL meta cognitive goals and transparency.

scholarly journals Filipino Science Teachers’ Evaluation on Webinars’ Alignments to Universal Design for Learning and Their Relation to Self-Efficacy amidst the Challenges of the COVID-19 Pandemic

2021 ◽  
Vol 7 (2) ◽  
pp. 421-451
Author(s):  
Mary Dane F. Leonardo ◽  
Jeongho Cha
Keyword(s):  
Professional Development ◽  
Teacher Perceptions ◽  
Science Teachers ◽  
Self Efficacy ◽  
Universal Design ◽  
Universal Design For Learning ◽  
The Philippines ◽  
Design For Learning ◽  
K 12 ◽  
The Impact

Abstract The COVID-19 pandemic has led teachers in the Philippines to rely on technology to provide and support continued education for K-12 students. However, it is not only technology, but also the interactive online learning environments crafted by teachers that impact student science learning. To support teachers to cope with pandemic teaching, the government provided professional development in the form of teacher-training webinars. This study evaluated the webinars using Universal Design for Learning (UDL) principles to understand the impact these professional development sessions had on science teachers’ self-efficacy for delivering science instruction during the pandemic. The study found that webinars including UDL design elements improved science teachers’ self-efficacy for teaching science and there were no significant differences in teacher perceptions relative to gender or teaching experience. Implications for the use of UDL to design long-term professional development offerings beyond the pandemic are discussed.

scholarly journals A System-Wide Approach to Universal Design for Learning Implementation

2018 ◽  
Vol 6 (1) ◽  
pp. 44-47
Author(s):  
Joni L Degner
Keyword(s):  
Learning Environments ◽  
Teaching And Learning ◽  
Universal Design ◽  
Universal Design For Learning ◽  
Learning Experiences ◽  
Value System ◽  
Student Centered ◽  
Design For Learning ◽  
High Standards ◽  
Every Student Succeeds Act

Universal Design for Learning (UDL), an instructional framework based in neuroscience, optimizes teaching and learning by supporting learners through three overarching principles: Multiple Means of Engagement, Multiple Means Representation, and Multiple Means of Action and Expression (?About universal?). These principles and the subsequent framework that grew out of the work of CAST co-founders and framework co-creators Dr. David Rose and Anne Meyers has become greater than the sum of its parts. Practitioners who have even dabbled in Universal Design for Learning have likely come to the understanding that UDL is a student-centered value system of flexibility, accessibility, and high standards for all students; indeed, the goal of Universal Design for Learning is to create learning environments where students grow to be experts in their own learning. The Every Student Succeeds Act (ESSA) defines and endorses Universal Design for Learning as the framework for designing learning experiences that support the success of all learners

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).

Practicing What We Preach

2019 ◽  
pp. 230-260
Author(s):  
Stephen D. Kroeger ◽  
Susan A. Gregson ◽  
Michelle A. Duda ◽  
Anna DeJarnette ◽  
Jonathan M. Breiner ◽  
...  
Keyword(s):  
Preservice Teachers ◽  
General Education ◽  
Middle Childhood ◽  
Universal Design ◽  
Universal Design For Learning ◽  
Implementation Team ◽  
Midwestern University ◽  
Design For Learning ◽  
K 12

Creating inclusive classrooms is a challenge in general education. To prepare new teachers for diverse K-12 classrooms, faculty at one Midwestern university redesigned their education program to prepare preservice teachers for dual licensure in general and special education. The redesign required middle childhood faculty to learn more about complex conceptual frameworks that are prioritized in school districts across the country. One of these, Universal Design for Learning (UDL), became a non-negotiable component of the new program. An essential learning outcome became preparing pre-service teachers to utilize UDL. After the program was approved, content-area faculty questioned whether they were prepared to implement the framework. Having varied expertise in UDL, faculty wondered if they were teaching UDL effectively, and questioned whether they were modeling UDL concepts with fidelity in their own teaching. Thus, the Dual Licensure Implementation Team (DLIT) was born. This case study describes the process and product of the team's effort to implement UDL with fidelity.

Sign in / Sign up

Export Citation Format

Share Document