Examining a Universal Design for Learning Approach in Music Education

Pedagogical Practices ◽

Music Teacher ◽

Learning Goals ◽

Design For Learning ◽

Percussion Instruments

typical classroom in Ontario is filled with a variety of learners with diverse needs. These various needs require teachers to differentiate instruction or create a universal design for learning (UDL) so that all students can participate. As a result, research is needed to explore and describe successful programs that can support all learners. One way to do this is to develop pedagogical practices for atypical learners and examine how these could be broadened for more typical learners. This research examines a series of general music lessons, including singing, playing percussion instruments and musical games, for atypical twelve-year-old learners. An Action Research methodology was used to examine six weeks of lessons taught to three students by the primary researcher. Data were collected using reflective journals, portfolios and videos of the sessions. Thematic analysis was conducted to examine similarities and differences in learner profiles, trends in the content of the lessons and pedagogical development over time, as well as to define some strategies or activities that could form the basis of a UDL approach. Despite the students’ atypical learning profiles, only minor accommodations were required during lessons. Overall, this research demonstrates the value of a pedagogical approach that articulates learning goals while allowing the path to achieving those goals to be different for each student, reinforcing the importance of the UDL approach. Moreover, the action research methodology highlights the importance of incorporating opportunities to work with atypical students in music teacher education, so that future teachers can develop a UDL approach.

Theoretical and Methodological Validation of the Action Research: Methodology of the Scientific Study

10.1007/978-3-030-80658-3_3 ◽

2021 ◽

pp. 59-69

Author(s):

Ona Monkevičienė ◽

Alvyra Galkienė

Keyword(s):

Action Research ◽

Inclusive Education ◽

Research Methodology ◽

Quantitative Research ◽

Universal Design ◽

Research Question ◽

Scientific Study ◽

Research Teams ◽

AbstractThis chapter presents the theoretical and methodological substantiation of the action research, which was used by collaborating research teams from Poland, Lithuania, Finland and Austria for the study “Improving Inclusive Education Through Universal Design for Learning”. The chapter discusses different sociocultural contexts in the participating countries and what led to the research question, which asks “How does the implementation of universal design for learning enrich the practice of inclusive education in different educational contexts”. This question was looked at in terms of its relevance to the four above-mentioned countries. It can be argued that the action research is favourable for the development of theory and that inclusive education can be changed and reflected by it. The types of action research chosen by the research teams are discussed, those being collaborative, and critical participatory. The cycles of action research and their goals are also presented. Seeking to substantiate the choices of research teams regarding the process and methods of action research, this chapter elaborates on the aspects of action research organisation that are interpreted differently by the researchers: Can the action research be conducted only by the researcher–teachers or can it be carried out by teachers in cooperation with researchers? Is it possible to use a combination of qualitative and quantitative research? The problem with quality and validity of action research is discussed.

Reimagining Disability and Inclusive Education Through Universal Design for Learning

Disability Studies Quarterly ◽

10.18061/dsq.v37i2.5417 ◽

2017 ◽

Vol 37 (2) ◽

Cited By ~ 8

Author(s):

Jan Doolittle Wilson

Keyword(s):

Students With Disabilities ◽

Inclusive Education ◽

Universal Design ◽

White Male ◽

Instructional Materials ◽

Learning Goals ◽

Regular Classroom ◽

Wide Range ◽

In 1975, Congress enacted a law eventually known as the Individuals with Disabilities Education Act (IDEA), which ensures that children with disabilities receive a free, appropriate, public education. Since then, scholarly and popular debates about the effectiveness of inclusive education have proliferated and typically focus on the ability or inability of students with disabilities to succeed in so-called regular classrooms. These debates reflect widespread assumptions that the regular classroom is rightly the province of nondisabled students and a neutral, value-free space that students with disabilities invade and disrupt via their very presence and their costly needs for adaptation. But as many scholars in the field of Disability Studies in Education (DSE) have argued, these discussions often fail to recognize that the space of the regular classroom, far from neutral, is constructed for a nondisabled, neurotypical, white, male, middle-class "norm" that neither reflects nor accommodates the wide range of diverse learners within it, regardless of whether these learners have been diagnosed with a disability. A DSE perspective sees the educational environment, not students with disabilities, as the "problem" and calls for a Universal Design for Learning approach to education, or the design of instructional materials and activities that allows the learning goals to be achievable by individuals with wide differences in their abilities and backgrounds. Agreeing with this DSE perspective, this article uses an autoethnographic approach to reexamine inclusive education and to consider how university classrooms, pedagogy, and curricular materials can be improved in order to accommodate all students, not just those with disabilities. Ultimately, the article argues that Universal Design for Learning has the potential to radically transform the meaning of inclusive education and the very concept of disability.

The Goal of the Universal Design for Learning: Development of All to Expert Learners

10.1007/978-3-030-80658-3_2 ◽

2021 ◽

pp. 23-57

Author(s):

Julita Navaitienė ◽

Eglė Stasiūnaitienė

Keyword(s):

General Education ◽

Universal Design ◽

Self Regulation ◽

Learning Goals ◽

Learning Needs ◽

Personal Learning ◽

General Education Curriculum ◽

Design For Learning ◽

Learning Development

AbstractOver the past 10 years, every learner’s ability to achieve the highest level of learning success has become quite an important topic. The Universal Design for Learning (UDL) sets a goal to allow all learners to achieve their optimal learning experience that matches inclusive education. Learners who can assess their own learning needs set their personal learning goals, and monitor their progress are termed the expert learners (McDowell. Developing expert learners: a roadmap for growing confident and competent students. Corwin, 2019). This chapter focuses on theoretical backgrounds for expert learners’ paradigm. It starts from fundamental constructivist theories and moves towards the theory of self-regulation and cognitive neuroscience approach. It concentrates on the theory of self-determination, which, in our opinion, validates in the best way the nature of the expert learners’ development. Implementation of the Universal Design for Learning allows all learners to access, participate in, and progress in the general-education curriculum. This chapter presents the specific profile of the expert learners covering their main characteristics and qualities and revealing the essence of the UDL framework. Educators could use the profile as the educational guidelines conductive to understand how the process of becoming the expert learner proceeds.

Revisão Sistemática sobre Desenho Universal para a Aprendizagem entre 2010 e 2015 no Brasil

Revista de Ensino Educação e Ciências Humanas ◽

10.17921/2447-8733.2017v18n4p414-423 ◽

2018 ◽

Vol 18 (4) ◽

pp. 414 ◽

Cited By ~ 1

Author(s):

Jacqueline Lidiane de Souza Prais ◽

Vanderley Flor da Rosa

Keyword(s):

Systematic Review ◽

Universal Design ◽

Field Research ◽

Pedagogical Practices ◽

Scientific Publications ◽

Teaching Context ◽

Design For Learning ◽

Bibliographical Survey ◽

Educational Inclusion

Para suprir as necessidades de uma prática pedagógica inclusiva, o Desenho Universal para a Aprendizagem - DUA tem representado uma possibilidade qualitativa para com as intenções e a efetivação da inclusão educacional no contexto educacional brasileiro. Portanto, esta pesquisa emergiu da seguinte questão de investigação: de que maneira o Desenho Universal para a Aprendizagem tem sido contemplado nas publicações científicas brasileiras? Para tanto, utiliza-se como metodologia de pesquisa a revisão sistemática das produções científicas brasileiras dispostas e selecionadas no banco de dados do Google Acadêmico e Portal de Periódicos da Capes, que possibilitou a análise de 23 produções. Estes estudos foram classificados e organizados em quatro categorias: (i) que apresentam resultados referentes a um levantamento bibliográfico selecionadas, (ii) que apresentam resultados referentes à pesquisa bibliográfica e propõe apresentar resultados de uma pesquisa de campo, (iii) que apresentam resultados para a construção/uso de um objeto de ensino e, (iv) que apresentam resultados referentes à pesquisa de campo, após análise da aplicação subsidiada ou o não uso do DUA. Como principal resultado e discussão, a pesquisa revela a necessidade de pesquisas que abordem a contribuição didática no campo da prática docente para inclusão educacional no contexto do ensino regular. As pesquisas também evidenciam a necessidade de formação docente para a implantação do DUA no planejamento de ensino e elaboração de atividades pedagógicas inclusivas, que contemplem o uso de recursos tecnológicos potencializando o processo de ensino e de aprendizagem.Palavras-chave: Desenho Universal para a Aprendizagem. Revisão Sistemática. Análise. Produções Científicas.AbstractTo supply the inclusive pedagogical practices necessities, the Universal Design for Learning (DUA, acronym in Portuguese for Desenho Universal da Aprendizagem) has represented a qualitative possibility in relation to the intentions, and implementation of the educational inclusion in the Brazilian educational context. Thus, this article has emerged from the following investigation question: how has the Universal Design for Learning been contemplated in the Brazilian scientific publications? For this purpose, as the research methodology, it is used the systematic review of the Brazilian scientific productions, in which 23 productions were selected in the Academic Google and in the Capes Periodical Portal. These studies were classified and organized in 4 categories: First, that presents selected results about a bibliographical survey; second, that shows results about the bibliographic research that intends to present results of a field research; third, results for construction/use of a teaching object, and fourth, results about the field research after the analysis of the subsided application with the DUA use or not. The main result and discussion of this research reveal the necessity of works that deal with the didactic contribution in the teacher’s practice field for educational inclusion in the regular teaching context. The bodies of research also highlighted that the teacher’s education for the DUA implementation, in the teaching and in the inclusive pedagogical activities, are necessary to contemplate the use of technological resources, maximizing the process of teaching and learning.Keywords: Universal Design for Learning. Systematic Review. Analysis. Scientific Productions.

Ready-Made Technologies: Incorporating Universal Design into Everyday Activities

Innovations in Teaching & Learning Conference Proceedings ◽

10.13021/g8nc8b ◽

2015 ◽

Vol 7 (1) ◽

Author(s):

Lesley Smith ◽

Anya Evmenova ◽

Kara Zirkle ◽

Courtney Shewak ◽

Korey Singleton

Keyword(s):

Universal Design ◽

Learning Preferences ◽

Learning Curves ◽

Learning Goals ◽

Knowledge And Skills ◽

Everyday Activities ◽

Hands On ◽

Design For Learning ◽

Education Courses

Universal Design for Learning is the scientifically valid framework for developing educational practices that provides flexibility in how information is presented, in the ways students respond or demonstrate knowledge and skills, and in the ways students engage in learning. Instructors who adopt UDL principles in their teaching can reduce barriers and support all students regardless of their abilities, needs, and learning preferences. This presentation will focus on ways to establishing UDL environments in higher education courses through "ready-mades," hi-tech platforms with low-tech learning curves, while simultaneously energizing learning and nurturing collaborations.Attendees will learn to provide three principles of UDL, which include multiple means of:Representation: Screenchomp, Jing, Video presentationsAction and expression: Voki, Glogster, Popplet,Engagement: Dipity timeline, Voice Thread, PrimaryPadSuch ready-mades also energize collaboration between students. To demonstrate the flexibility of ready-mades, we shall execute an interactive presentation via some of these tools and challenge participants to a hands-on application of these tools to their own learning goals.

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

10.32469/10355/47071 ◽

2015 ◽

Author(s):

◽

Eun Ju Lee

Keyword(s):

Preservice Teachers ◽

Action Research ◽

Participatory Action Research ◽

Elementary Science ◽

Universal Design ◽

Science Classroom ◽

Learning Experience ◽

Participatory Action ◽

[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.

Reshaping Graduate Education Through Innovation and Experiential Learning - Advances in Higher Education and Professional Development ◽

Using Universal Design for Learning as a Lens to Rethink Graduate Education Pedagogical Practices

10.4018/978-1-7998-4836-3.ch009 ◽

2021 ◽

pp. 168-187

Author(s):

Frederic Fovet

Keyword(s):

Higher Education ◽

Graduate Students ◽

Graduate Education ◽

Universal Design ◽

Diverse Learners ◽

Pedagogical Practices ◽

Design For Learning ◽

Inclusive Pedagogy ◽

The Many

Universal design for learning has gained interest from the higher education sector over the last decade. It is a promising approach to inclusion that allows instructor to design for optimal flexibility so as to address the needs of all diverse learners. Most implementation efforts, however, have concentrated on undergraduate education. The presumption is that graduate students have developed the necessary skills to perform, by the time of their admission into the graduate sector. It is also assumed, somehow, that the graduate population is homogeneous, rather than diverse, even if the literature does not support such assertions. Inclusive pedagogy therefore does not seem currently to be a priority in graduate education. This chapter will debunk these myths and highlight the numerous challenges graduate education faces, as a sector, with regards to the inclusion of diverse learners. It will then showcase the many ways universal design for learning is pertinent and effective in tackling these challenges.

UNIVERSAL DESIGN FOR LEARNING AND ITS TECNOLOGIES: MULTIFORMAT /MULTISENSORY BOOKS IN INCLUSIVE EDUCATION

International Conference on Technics Technologies and Education ◽

10.15547/ictte.2019.03.042 ◽

2019 ◽

pp. 161-166

Author(s):

Alessandra Lopes de Oliveira Castelini ◽

Célia Sousa ◽

Denise Quaresma da Silva

Keyword(s):

Inclusive Education ◽

Universal Design ◽

Pedagogical Practices ◽

Educational Technologies ◽

Educational Context ◽

Ministry Of Education ◽

Educational Legislation ◽

Scientific Exchange ◽

The article aims to give visibility to discussions on inclusion in the interdisciplinary context from the Universal Design for learning-DUA and its technologies in the actions developed under the International Project on Multiformat/ Multisensory Books from a scientific exchange between Brazil and Portugal with financial support from CAPES. The qualitative study (Martins, 2004), of a bibliographic nature with a methodological framework for reviewing the literature and the current educational legislation, including the Brazilian laws and guidelines, CF/88, LDB/96 (Brazil, 1988, 1996, 2008, 2015) , Guidelines of the Ministry of Education of Portugal- Decree-Law No. 54/2018 and international guidelines such as Unesco (1990, 1994, 2000, 2016) and UN (2015). The theoretical backing is based on the studies of Alves, Ribeiro & Simões (2013); Castelini & Quaresma da Silva (2018); Freire (1987); Gatti (2011); Nunes & Madureira (2015); Rapp (2014); Sousa (2012, 2018); Yunes (1995); and others. We found that the DUA approach and its technologies are facilitating resources for inclusion, because they promote affordable and inexpensive pedagogical practices that use different educational technologies. Actions developed in the project were socialized that allow the expansion of access to reading with more flexible and personalized approaches, making it possible to adapt them according to the educational context.

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

10.31219/osf.io/6zg8v ◽

2021 ◽

Author(s):

Karwan Kakabra Kakamad ◽

Zana Hasan Babakr ◽

Pakstan Faiq Mohamedami

Keyword(s):

Language Learning ◽

Learning Environments ◽

English Language ◽

Universal Design ◽

Quantitative And Qualitative Methods

Learning Goals ◽

Design For Learning ◽

The University ◽

Goals And Objectives ◽

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.

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 ◽

Learning Goals ◽

Support Needs ◽

Step Process ◽

Inclusive Settings ◽

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.