scholarly journals Towards the Joint Study of Access Services and Universal Design for Learning

2019 ◽  
Vol 8 ◽  
pp. 65
Author(s):  
EMMANOUELA PATINIOTAKI
Keyword(s):  
Language Learning ◽  
Universal Design ◽  
Universal Design For Learning ◽  
Foreign Language Learning ◽  
Holistic Approach ◽  
Point Of View ◽  
Pedagogical Tools ◽  
Design For Learning ◽  
Audiovisual Translation ◽  
Access Services

Access services have been studied from various perspectives as types of Audiovisual Translation, including their role as tools for education, and foreign language learning in particular, when audiovisual material is used for learning purposes. This paper aims to introduce a research path in audiovisual accessibility, from an Audiovisual Translation point of view, and accessible education by joining the dots between Access Services and Universal Design for Learning, with the aim to propose a holistic approach to accessible learning environments. Within this context, both access services and Universal Design for Learning are seen as both functional and pedagogical tools that can be used to achieve education which satisfies the needs of all learners. The current contribution takes Subtitling for the D/deaf and the hard-of-hearing as an example of access services whose educational value has been established and investigates its potential role in an educational environment that has been based on the principles of Universal Design for Learning.

scholarly journals Universal Design for Learning in Assessment: Supporting ELLs with Learning Disabilities

2020 ◽  
Vol 13 (1) ◽  
pp. 79-91
Author(s):  
Thomas A. Delaney ◽  
Maiko Hata
Keyword(s):  
Higher Education ◽  
Learning Disabilities ◽  
Language Learning ◽  
Students With Disabilities ◽  
English Language ◽  
Universal Design ◽  
Universal Design For Learning ◽  
Language Learner ◽  
World Population ◽  
Design For Learning

Studying English is challenging and, for many learners, undiagnosed learning disabilities can present a serious threat to their success. Recent studies indicate that up to 10% of the world population has a non-apparent disability, such as autism or dyslexia. At the same time, few English language learner (ELL) instructors in higher education have training in learning disabilities, and they are often unsure of how to support learners who seem to have extra challenges. This is especially true when it comes to assessment, as instructors often rely on traditional tools that could negatively affect the validity of the assessment outcomes. In this brief reflection, the authors share how instructors can apply the principles of Universal Design for Learning (UDL) to their assessment practices to support students with disabilities, regardless of diagnostic status. First, disabilities that affect language learning will be briefly discussed, followed by the explanation of how English to speakers of other languages (ESOL) assessments present specific challenges for students with disabilities. Then, the authors will provide an overview of UDL theory, which proposes that learners with disabilities are often best served by accommodations in representation, expression and engagement that can benefit the entire class. Most of the paper will focus on specific, practical strategies for implementing UDL within assessment in higher education. Such strategies include building executive function, implementing multi-channel assessment, and learning about students through an “evaluation loop.”

Equitable and Inclusive (Classroom-Based) Foreign Language Assessment Using Universal Design for Learning

2022 ◽  
pp. 117-136
Author(s):  
Karin Vogt
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Universal Design ◽  
Universal Design For Learning ◽  
Language Assessment ◽  
Inclusive Classroom ◽  
Full Potential ◽  
Foreign Language Learners ◽  
Design For Learning ◽  
Diverse Learner

In increasingly diverse learner groups, it must be ensured that foreign language learners can reach their full potential, so diverse learner needs have to be catered to in teaching and in assessment contexts. Providing accessibility of learning, teaching, and assessment is a matter of equity and has increasingly been embraced as a principle of foreign language assessment. However, accessibility of language assessment has often been seen as a retrospective accommodation rather than a flexible planning of language assessment from the start. The purpose of the chapter is to discuss the potential of Universal Design for Learning (UDL) for (planning) classroom-based language assessment (CBLA) procedures in order to foster equitable and inclusive language assessment. After clarifying relevant terms, the notion of accessibility will be applied to foreign language assessment. UDL as a flexible framework for individualized language learning will be presented and illustrated for a foreign language context before its potential for classroom-based learning assessment (CBLA) is discussed and exemplified.

scholarly journals Applying Universal Design for Learning to Center for English as a Second Language

2021 ◽  
Author(s):  
Karwan Kakabra Kakamad ◽  
Zana Hasan Babakr ◽  
Pakstan Faiq Mohamedami
Keyword(s):  
Language Learning ◽  
Learning Environments ◽  
English Language ◽  
Universal Design ◽  
Universal Design For Learning ◽  
Learning Goals ◽  
Design For Learning ◽  
The University ◽  
Goals And Objectives ◽  
Quantitative And Qualitative Methods

This paper investigated the possibility of applying Universal Design for English Language Learning. Throughout the paper, both quantitative and qualitative methods were used for data collection. The students were first asked to critique the ESL program using a methodology created by Paulo Freire to ascertain how much freedom students have in creating their learning environments and establishing their own learning goals and objectives. The results showed that the majority of students rated the ESL program very low regarding their ability to influence the program's curriculum materials or learning outcomes. Moreover, the research shows that the majority of students did not believe they were adequately prepared for graduate-level studies in the University upon completion of the ESL program. As a result of these findings, several recommendations are made about creating more opportunities for individual students to use UDL principles to control their learning environments and establish their own learning goals and objectives.

scholarly journals Applying Universal Design for Learning to Center for English as a Second Language

2021 ◽  
Vol 4 (2) ◽  
Author(s):  
Karwan Kakabra Kakamad ◽  
◽  
Zana Hasan Babakr ◽  
Pakstan Faiq Mohamedami
Keyword(s):  
Language Learning ◽  
Learning Environments ◽  
English Language ◽  
Universal Design ◽  
Universal Design For Learning ◽  
Learning Goals ◽  
Design For Learning ◽  
The University ◽  
Goals And Objectives ◽  
Quantitative And Qualitative Methods

This paper investigated the possibility of applying Universal Design for English Language Learning. Throughout the paper, both quantitative and qualitative methods were used for data collection. The students were first asked to critique the ESL program using a methodology created by Paulo Freire to ascertain how much freedom students have in creating their learning environments and establishing their own learning goals and objectives. The results showed that the majority of students rated the ESL program very low regarding their ability to influence the program's curriculum materials or learning outcomes. Moreover, the research shows that the majority of students did not believe they were adequately prepared for graduate-level studies in the University upon completion of the ESL program. As a result of these findings, several recommendations are made about creating more opportunities for individual students to use UDL principles to control their learning environments and establish their own learning goals and objectives.

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