A Qualitative Study on the Practice Cases of Classes applying Universal Design for Learning: Focusing on elementary school math subjects

2021 ◽  
Vol 21 (20) ◽  
pp. 325-346
Author(s):  
Yunjeong Jo ◽  
Youngim Byun
Keyword(s):  
Elementary School ◽  
Qualitative Study ◽  
Universal Design ◽  
Universal Design For Learning ◽  
Design For Learning ◽  
Elementary School Math

Universal Design for Learning and Differentiated Instruction in Physical Education

2019 ◽  
pp. 359-377 ◽  
Author(s):  
Mey A. van Munster ◽  
Laureen J. Lieberman ◽  
Michelle A. Grenier
Keyword(s):  
New York ◽  
Elementary School ◽  
Physical Education ◽  
Differentiated Instruction ◽  
Students With Disabilities ◽  
Universal Design ◽  
Universal Design For Learning ◽  
Traditional Curriculum ◽  
School Students ◽  
Design For Learning

The aim of this case study was to describe the distinct approaches used by physical education (PE) teachers to accommodate students with disabilities in New York elementary school PE classes. The participants included 1 adapted PE specialist, 5 PE teachers, and 5 elementary school students with various impairments. Through thematic analysis, observations and interviews revealed 3 main approaches: (a) normalized instruction—traditional curriculum with no differentiation in the program; (b) differentiated instruction—adaptations tailored specifically to the needs of each student with disability; and (c) universally designed instruction based on the principles of Universal Design for Learning (UDL) and accessibility to all students. Differentiated instruction, entailing modifications in the program and pedagogical accommodations, was the most prevalent approach at the research site, but lessons based on UDL principles were also observed. In association, the 2 approaches (differentiated instruction and UDL) represented significant resources to accommodate students with disabilities in PE.

Universal Design for Learning and elementary school science: Exploring the efficacy, use, and perceptions of a web-based science notebook.

2013 ◽  
Vol 105 (4) ◽  
pp. 1210-1225 ◽  
Author(s):  
Gabrielle Rappolt-Schlichtmann ◽  
Samantha G. Daley ◽  
Seoin Lim ◽  
Scott Lapinski ◽  
Kristin H. Robinson ◽  
...  
Keyword(s):  
Elementary School ◽  
Universal Design ◽  
Universal Design For Learning ◽  
School Science ◽  
Web Based ◽  
Elementary School Science ◽  
Design For Learning ◽  
Science Notebook

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

SAGE Open ◽  
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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