The Perception and Application of Secondary School Teachers for UDL(Universal Design for Learning) in Inclusive Settings

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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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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Digital Tools for the Inclusive Classroom: Google Chrome as Assistive and Instructional Technology

Journal of Special Education Technology ◽

10.1177/0162643419841546 ◽

2019 ◽

Vol 34 (3) ◽

pp. 204-211 ◽

Cited By ~ 2

Author(s):

Min Wook Ok ◽

Kavita Rao

Keyword(s):

Instructional Technology ◽

Universal Design ◽

Universal Design For Learning ◽

Low Cost ◽

Digital Tools ◽

Inclusive Classroom ◽

Organizational Skills ◽

Inclusive Settings ◽

Design For Learning

The Google Chrome browser, widely available on computers today, has a variety of free and low-cost apps and extensions that can benefit all students in inclusive classroom settings. Using apps and extensions readily available for the Google Chrome browser, teachers have access to assistive tools that can be useful learning supports for students with and without disabilities. There are apps and extensions available to support literacy, mathematics, and organizational skills. Using these tools, teachers can provide multiple means of representation, expression, and engagement in alignment with Universal Design for Learning guidelines. This article describes how Chrome apps and extensions can be used to support literacy, mathematics, organization, and planning in inclusive settings.

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Leveraging the UDL Framework to Plan Grade-Aligned Mathematics in Inclusive Settings

Inclusive Practices ◽

10.1177/2732474521990028 ◽

2021 ◽

pp. 273247452199002

Author(s):

Jenny R. Root ◽

Bree Jimenez ◽

Alicia Saunders

Keyword(s):

Universal Design ◽

Universal Design For Learning ◽

Learning Goals ◽

Support Needs ◽

Step Process ◽

Inclusive Settings ◽

Design For Learning

Universal Design for Learning (UDL) is a framework that can be applied when planning inclusive mathematics to benefit all students in a classroom, including students with extensive support needs. This article provides a step-by-step process for using the UDL framework to plan instruction, meeting the needs of all learners. Strategies such as collaboration, prioritizing learning goals, contextualizing mathematics to make it meaningful to learners, and planning for variability across the three principles of UDL—multiple means of expression, representation, and action and expression—are discussed.

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Universal Design for Learning (UDL) Across Cultures: The Application of UDL in Kuwaiti Inclusive Classrooms

SAGE Open ◽

10.1177/2158244020969674 ◽

2020 ◽

Vol 10 (4) ◽

pp. 215824402096967

Author(s):

Huda A. Almumen

Keyword(s):

Qualitative Study ◽

Students With Disabilities ◽

Universal Design ◽

Universal Design For Learning ◽

Inclusive Classrooms ◽

Basic Knowledge ◽

Primary Data ◽

Inclusive Settings ◽

Design For Learning

The purpose of this qualitative study was to investigate the role of Universal Design for Learning (UDL) in inclusive settings in which students with and without disabilities learn and gain knowledge. Five teachers from Kuwait participated in the study. Twenty-five consecutive observations were conducted to derive the primary data for this study. Interviews with the teachers were also used to support/add to the study’s results. Findings indicate that UDL is effective in engaging all students, including those with disabilities. The results also found that although teachers may have basic knowledge of UDL, they need more training and practice to successfully address the needs of all students, including students with disabilities.

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