scholarly journals How do we employ UDL in our own practice?

2020 ◽  
Vol 2 (1) ◽  
pp. 43
Author(s):  
Rochelle Vincent ◽  
Mark Bailye
Keyword(s):  
Universal Design ◽  
Universal Design For Learning ◽  
Learning Experience ◽  
Learning Materials ◽  
Basic Principles ◽  
Quality Of Learning ◽  
Design For Learning

As learner diversity continues to grow, so does the need for institutions to ensure that the needs of all learners are considered and appropriately addressed in the learning, teaching and assessment experiences they design and develop. Creating content and providing a learning experience that is accessible for all students can be challenging. In this session, participants will be exposed to the basic principles behind Universal Design for Learning (UDL) and how this can be achieved in practice. When learning materials are well designed – the closer the parity and quality of learning experience becomes for all learners.

scholarly journals Implementing Universal Design for Learning Elements in the Online Learning Materials of a First-Year Required Course

2021 ◽  
Vol 4 (1) ◽  
Author(s):  
Ben Rearick ◽  
Erica England ◽  
Jennifer Saulnier Lange ◽  
Corey Johnson
Keyword(s):  
Online Learning ◽  
Design Theory ◽  
Universal Design ◽  
Universal Design For Learning ◽  
Learning Objects ◽  
Learning Materials ◽  
Study Results ◽  
Design For Learning ◽  
Before And After ◽  
Accessibility Guidelines

Universal Design for Learning (UDL) is a pedagogical design theory that accounts for variability across and within learners, both in physical classrooms and with online learning materials. Librarians at Washington State University implemented elements reflective of specific UDL checkpoints in a heavily-used LibGuide for a required undergraduate course. Online learning objects create opportunities for meeting UDL’s goals of not only multiple means of representation, but also engagement and action and expression extending beyond the baseline obligation to meet standard accessibility guidelines. We discuss our implementation of UDL elements, changes in LibGuide use before and after the introduction of UDL features, and usability study results, focusing on how students who face learning barriers view UDL. We explain considerations for successfully implementing UDL in online materials and the potential benefits.

Pedagogy for Inclusive Education

2017 ◽  
Author(s):  
Tim Loreman
Keyword(s):  
Inclusive Education ◽  
Universal Design ◽  
Universal Design For Learning ◽  
Pedagogical Approach ◽  
Late 20Th Century ◽  
Basic Principles ◽  
Academic Literature ◽  
Inclusive Learning ◽  
Design For Learning ◽  
Inclusive Pedagogy

A number of different pedagogical approaches have been presented as being helpful for teachers working with students in inclusive learning environments. These approaches were developed in the late 20th century and were largely derived from models of special education. Many of them are still evident in classrooms around the world today. Based on approaches that appear to have been effective, a set of principles for the development and implementation of inclusive education pedagogy, as identified in the academic literature, can be discerned. These principles, however, are best viewed through a critical lens that highlights cautions for teachers engaged in inclusive teaching. Examples of inclusive approaches that align with some basic principles of inclusive pedagogy include but are not limited to Differentiated Instruction, Universal Design for Learning, and Florian and Spratt’s (2013) Inclusive Pedagogical Approach in Action framework.

Using participatory action research to support the implementation of universal design for learning in an elementary science classroom : a case study

2015 ◽  
Author(s):  
◽  
Eun Ju Lee
Keyword(s):  
Preservice Teachers ◽  
Action Research ◽  
Participatory Action Research ◽  
Elementary Science ◽  
Universal Design ◽  
Science Classroom ◽  
Universal Design For Learning ◽  
Learning Experience ◽  
Participatory Action ◽  
Design For Learning

[ACCESS RESTRICTED TO THE UNIVERSITY OF MISSOURI AT REQUEST OF AUTHOR.] The purpose of this study was investigating an elementary teacher's implementation of the Universal Design for Learning (UDL) framework in her science classroom through engaging in participatory action research (PAR). This study examined (1) how the teacher developed understanding UDL and how engagement in PAR contributed to it (2) how the teacher's implementation of UDL influenced non-dominant groups of students' science learning experience as well as class climate. The data sources to answer these research questions included teacher interviews, classroom observation field notes, transcripts of PAR sessions, reflections and artifacts. The findings of the study demonstrate that my participant developed knowledge of UDL over time as engaging in PAR. PAR supported her learning about UDL and how to implement it in her classroom. This study also demonstrates that the teacher's implementation of UDL allowed non-dominant groups of students' greater access to information and learning and supported the engagement of nondominant groups of students in science practices. The results demonstrate that the overall classroom climate became more inclusive as the teacher implemented the UDL framework in several ways. The findings of this study suggest that teachers' understanding of students should precede learning of the three principles of UDL. Moreover, teacher education programs should help preservice teachers attend to strengths of students with special needs as well as weaknesses especially related to academic subject areas. The results of this study reinforce the notion that teachers must be supported in translating policy into practice.

scholarly journals Application of Universal Design for Learning into Remote English Education in Australia amid COVID-19 Pandemic

2021 ◽  
Vol 4 (1) ◽  
pp. 55-69
Author(s):  
Hengzhi Hu ◽  
Feifei Huang
Keyword(s):  
Online Learning ◽  
Universal Design ◽  
English Education ◽  
Universal Design For Learning ◽  
Learning Experience ◽  
Assistive Technologies ◽  
Positive Effects ◽  
Positive Attitudes ◽  
Design For Learning ◽  
Remote Learning

Confronted with the challenges posed by COVID-19 pandemic, students, teachers, educators and other stakeholders have to make the best of online learning from home and look at ways of optimizing remote learning experience. Embedded in the nature of inclusive schooling and organized in a specific public secondary school in Victoria, Australia, this study explores the effectiveness of Universal Design for Learning (UDL) on English as an additional language (EAL) students’ online learning proficiency. The research findings indicate that in the discipline of EAL, with the assistance of multiple means of representation, expression and engagement as well as a range of information-communication technologies (ICTs), UDL has positive effects on students’ academic performance and can trigger their positive attitudes towards online learning experience. This sheds light on the feasibility of improving remote learning quality and promoting inclusive online schooling that engages every student via the implementation of UDL integrated with different assistive technologies, which can be summarized as that UDL is one of the possible solutions to online learning that affords ample opportunities or more precisely, technical promises for the implementation of UDL.

scholarly journals The Effectiveness of Universal Design for Learning

2018 ◽  
Vol 6 (1) ◽  
pp. 112
Author(s):  
Salamiah Sari Dewi ◽  
Hairul Anwar Dalimunthe ◽  
. Faadhil
Keyword(s):  
Student Learning ◽  
Learning Process ◽  
Universal Design ◽  
Universal Design For Learning ◽  
Meta Analysis ◽  
Teaching Approach ◽  
Learning Activities ◽  
Design For Learning ◽  
Practical Teaching

Each class has always consisted of students who have diverse characteristics and capabilities, and teachers have a responsibility to teach all the students in their class without exception. The teachers need a practical teaching approach to overcome such diversity. UDL is an approach designing in learning activities which are appropriate and effective for all students to use three underlying principles. This study aims to conduct a meta-analysis related to the useful application of UDL, in improving the quality of student learning based on twelve previous studies published in the journal. The results of the meta-analysis showed that the application of the principles of UDL could improve the quality of learners' learning process.

scholarly journals Development of Knowledgeable and Resourceful Learners

2021 ◽  
pp. 145-186
Author(s):  
Alvyra Galkienė ◽  
Ona Monkevičienė
Keyword(s):  
General Education ◽  
Inclusive Education ◽  
Universal Design ◽  
Universal Design For Learning ◽  
Research Data ◽  
Educational Process ◽  
Design For Learning ◽  
Educational Factors ◽  
Methodological Aspects

AbstractThis chapter introduces a study carried out in the context of the transformation of the Lithuanian education system towards inclusive education, with the aim of revealing the educational factors that contribute to students becoming knowledgeable and resourceful expert learners in the universal design for learning (UDL) approach. The UDL framework was chosen as a systematic reasoning instrument for the teacher and the school, aiding in achieving the development of expert learner qualities in every student in the general education context and ensuring the quality of inclusive education. The chapter briefly introduces the theoretical approach of the research, the context of Lithuanian education and the school where the research took place, which is relevant for the interpretation of the results, and other important methodological aspects. The research data show that applying the UDL approach helped the teachers to modify the educational process in order to develop in students the qualities of knowledgeable and resourceful expert learners. The results, presented in a structured manner in the chapter, reveal the process and contributing educational factors to students’ becoming actively perceiving, self-directed, knowledge-creating and co-creating learners and learners constructing their own deep comprehension. The research data reveal the methods used by the teachers to recognise and overcome the barriers in cultivating these qualities in their students. We also identified the emerging changes in teachers’ dispositions when applying the UDL approach and designing lessons aimed at promoting the qualities of knowledgeable and resourceful expert learners.

scholarly journals Implementing UDL: Development of Purposeful and Motivated Students

2021 ◽  
pp. 217-240
Author(s):  
Eglė Stasiūnaitienė ◽  
Julita Navaitienė
Keyword(s):  
Universal Design ◽  
Universal Design For Learning ◽  
Educational Practice ◽  
Learning Activities ◽  
Design For Learning ◽  
Research Questions ◽  
Educational Factors

AbstractThe assurance of purposeful and motivated learning activities in educational practice has been explored for many years. The essence of purposeful learning, which combines the goals of both teachers and learners, is to focus the participants of the pedagogical process on positive pedagogical interactions and mutual progress. The learner receives a package of knowledge, skills, behaviour and values important for socialisation from the teacher, whereas the teacher ensures confirmation of the quality of their own activity through pedagogical interactions. This chapter presents the results of a study aiming to answer two research questions: (1) What qualities and abilities of a purposeful and motivated expert learner are developed by applying the universal design for learning (UDL) approach? (2) How do educational factors facilitate the development of a purposeful and motivated expert learner by applying the UDL approach? In answering these questions, the processes occurring in the context of Lithuanian education were studied.

Increase Engagement and Learning

2020 ◽  
pp. 137-147
Author(s):  
Philip Gene Pulley
Keyword(s):  
Universal Design ◽  
Universal Design For Learning ◽  
Learning Experience ◽  
Real Life ◽  
Fair Use ◽  
Growing Up ◽  
Course Content ◽  
The World ◽  
Design For Learning ◽  
Interchange Format

With the infusion of educational technology and internet access into classrooms, including 1:1 laptops, iPads, and Chromebooks, educators must realize the importance of visuals for their online course content. Today's students are growing up in an internet-forward culture. Social media is an important part of how students connect with their friends, peers, and the world. Their interactions use accompanying memes, emojis, and GIFs (graphics interchange format) that are used to describe and supplement events happening “IRL”—in real life. Just as we use technology to enhance the learning experience in the classroom, it is perhaps equally as important to speak students' language to improve both student engagement and learning while using those devices in the classroom. This chapter reviews research concerning visual use in course content, discusses visuals in the context of universal design for learning (UDL), provides tips on for using visual appeal to improve engagement and learning, briefly discusses the topic of copyright and fair use, and gives examples of visuals including GIFs.

From Deficit Remediation to Capacity Building: Learning to Enable Rather Than Disable Students With Dyslexia

2018 ◽  
Vol 49 (4) ◽  
pp. 864-874 ◽  
Author(s):  
Gabrielle Rappolt-Schlichtmann ◽  
Alyssa R. Boucher ◽  
Miriam Evans
Keyword(s):  
Universal Design ◽  
Universal Design For Learning ◽  
Scientific Discovery ◽  
Learning Experience ◽  
Well Being ◽  
Research Literature ◽  
Speech Language Pathologist ◽  
Visual Spatial ◽  
Design For Learning ◽  
Deficit View

Purpose In this article, we explore the deficit view of dyslexia and consider how it may narrow research so as to hamper the progress of scientific discovery and constrain best practices to the detriment of the overall well-being and growth of students with dyslexia. We consider the neurodiversity view of dyslexia as an alternative to the deficit view and explore how strengths-based approaches such as Universal Design for Learning can be used to support the overall well-being and development of students with dyslexia. Practical strategies are provided for applying a strengths-based approach in the speech-language pathologist setting to support students with dyslexia. Method We completed a focused literature review of the history of the deficit view of dyslexia, the alternate neurodiversity view, exceptional abilities related to dyslexia, and strategies for Universal Design for Learning. Results Although the research literature that deals with visual-spatial affordances associated with dyslexia is limited, there is significant evidence that a strengths-based approach to learning experience design can be leveraged by practitioners to improve student self-development, motivation, and academic outcomes. Conclusion We find that further research is needed to explore strengths associated with dyslexia and argue that a shift in mindset from the deficit view toward the neurodiversity view is required to build the capacity of students with dyslexia to thrive in learning and life.

scholarly journals How UDL can make learning work for all your students

2019 ◽  
Author(s):  
Dara Ryder ◽  
Keyword(s):  
Higher Education ◽  
Teaching And Learning ◽  
Universal Design ◽  
Life Experiences ◽  
Universal Design For Learning ◽  
Learning Experience ◽  
Learning Approaches ◽  
Opportunities To Learn ◽  
Equal Opportunities ◽  
Design For Learning

Universal Design for Learning (UDL) is a set of principles and guidelines for curriculum development that give all individuals equal opportunities to learn. UDL aims to improve the educational experience of all students by introducing more flexible methods of teaching and assessment to cater for the huge diversity of learners now participating in higher education. This approach is underpinned by research in the field of neuroscience and the learning sciences and is designed to improve the learning experience and outcomes for all students. The basic idea is simple but backed by decades of research – that all of us learn differently, have different life experiences and demands, and differing physical and cognitive strengths, and so a variety of teaching and learning approaches with choice and flexibility built in are required to reach and motivate everyone. This presentation will explore the origins of UDL, provide an introduction to its 3 key principles, encourage participants to examine the diversity within their own classrooms and offer practical take-aways for those seeking to explore further and get started on their own UDL journey.

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