Survey of Actual Operation Practice of Science Classes based on Universal Design for Learning of General Middle and High School

2018 ◽  
Vol 19 (1) ◽  
pp. 211-231
Author(s):  
Yong-Seong Kim ◽  
Nam-Jin Kim
Keyword(s):  
High School ◽  
Universal Design ◽  
Universal Design For Learning ◽  
Design For Learning ◽  
Actual Operation ◽  
Science Classes ◽  
Practice Of Science

scholarly journals Universal Design for Learning: The More, the Better?

2021 ◽  
Vol 11 (4) ◽  
pp. 164
Author(s):  
Marvin Roski ◽  
Malte Walkowiak ◽  
Andreas Nehring
Keyword(s):  
Quantitative Research ◽  
Universal Design ◽  
Universal Design For Learning ◽  
Epistemic Beliefs ◽  
Learning Gains ◽  
Inclusive Settings ◽  
Design For Learning ◽  
Multiple Indicator ◽  
Science Classes ◽  
Mimic Approach

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.

Universal Design for Learning and Assistive Technology

2014 ◽  
pp. 11-26 ◽  
Author(s):  
Brian R. Bryant ◽  
Kavita Rao ◽  
Min Wook Ok
Keyword(s):  
High School ◽  
Learning Disabilities ◽  
Assistive Technology ◽  
Universal Design ◽  
Universal Design For Learning ◽  
Specific Learning Disabilities ◽  
Physical Environments ◽  
Design For Learning ◽  
And Mathematics ◽  
Specific Learning

Universal Design for Learning (UDL) has become a popular and effective way to help all students access what is taught in the classroom. Modeled after universal design, which enabled people with disabilities to access multiple physical environments, UDL provides access to the curriculum via three guiding principles: (a) multiple means of representation, (b) multiple means of expression, and (c) multiple means of engagement. This chapter looks at UDL and Assistive Technology (AT) for students who have specific Learning Disabilities (LD). Further, the authors examine AT research that has been conducted with students who have LD in reading, writing, and mathematics, and they provide case studies wherein UDL and AT are used to enhance accessibility in U.S. schools, specifically Grades 1 and 6 as well as high school.

Universal Design for Learning and Assistive Technology

2015 ◽  
pp. 567-582
Author(s):  
Brian R. Bryant ◽  
Kavita Rao ◽  
Min Wook Ok
Keyword(s):  
High School ◽  
Learning Disabilities ◽  
Assistive Technology ◽  
Universal Design ◽  
Universal Design For Learning ◽  
Specific Learning Disabilities ◽  
Physical Environments ◽  
Design For Learning ◽  
And Mathematics ◽  
Specific Learning

Universal Design for Learning (UDL) has become a popular and effective way to help all students access what is taught in the classroom. Modeled after universal design, which enabled people with disabilities to access multiple physical environments, UDL provides access to the curriculum via three guiding principles: (a) multiple means of representation, (b) multiple means of expression, and (c) multiple means of engagement. This chapter looks at UDL and Assistive Technology (AT) for students who have specific Learning Disabilities (LD). Further, the authors examine AT research that has been conducted with students who have LD in reading, writing, and mathematics, and they provide case studies wherein UDL and AT are used to enhance accessibility in U.S. schools, specifically Grades 1 and 6 as well as high school.

Sign in / Sign up

Export Citation Format

Share Document