scholarly journals Dyslexia and Post-Secondary Aural Skills Instruction

2015 ◽  
Vol 21 (4) ◽  
Author(s):  
Laurel Parsons
Keyword(s):  
Universal Design For Learning ◽  
Traditional Education ◽  
Social Model ◽  
Aural Skills ◽  
Pedagogical Strategies ◽  
Social Model Of Disability ◽  
Post Secondary ◽  
Experience Teaching ◽  
Design For Learning ◽  
Cognitive Strengths

Traditional post-secondary aural-skills curricula can create extreme difficulties for music majors with dyslexia. This article places the author’s experience teaching these students into the context of contemporary scientific and educational research on dyslexia, including a potential subtype of dyslexia that may impact the reading of musical notation while reading of text is unaffected. From the standpoint of a social model of disability, the existence of dyslexia is contested. However, new models of dyslexia frame it not as a disability but a byproduct of superior cognitive strengths in forms of reasoning hitherto undervalued in traditional education. Identifying and building on these strengths in students with dyslexia may aid instructors in designing effective pedagogical strategies that help these students improve in typical aural-skills tasks. Such strategies may be equally beneficial for all students. Working closely with dyslexic students and others who struggle with traditional aural-skills tasks leads to more fundamental questions about the assumptions and values implicit in standard aural-skills curricula. The principles of Universal Design for Learning may facilitate the design of courses that allow all students to grow in response to challenges by recognizing and recruiting their individual cognitive strengths.

Anger and Thirst for Change Among Students With Disabilities in Higher Education

2021 ◽  
pp. 268-290
Author(s):  
Frederic Fovet
Keyword(s):  
Higher Education ◽  
Students With Disabilities ◽  
Universal Design For Learning ◽  
Social Model ◽  
Social Model Of Disability ◽  
Post Secondary ◽  
The Social ◽  
Design For Learning ◽  
K 12 ◽  
Radical Transformation

The K-12 sector has sought to develop inclusive provisions for over two decades, but post-secondary education has not shifted as rapidly towards the inclusion of students with disabilities. Inclusion still mostly amounts to retrofitting and the provision of accommodations. This leads to a degree of stigmatization, and rarely leads to a genuine metamorphosis of the higher education classroom, or the transformation of pedagogy. The result is a tangible tension between the expectations of students with disabilities and institutional culture. The chapter examines the power of the current discourse of students with disabilities and their thirst for change. It then seeks to explore how this discourse can be translated into action, and more particularly how the social model of disability can be integrated into higher education. Universal design for learning appears as a promising framework to translate this activism into tangible change. The chapter develops this reflection beyond pedagogy itself and considers how a framework such as UDL can support a radical transformation of leadership.

scholarly journals Taking Universal Design Back to Its Roots: Perspectives on Accessibility and Identity in Undergraduate Mathematics

2019 ◽  
Vol 10 (1) ◽  
pp. 12 ◽  
Author(s):  
Juuso Nieminen ◽  
Henri Valtteri Pesonen
Keyword(s):  
Universal Design ◽  
Course Design ◽  
Universal Design For Learning ◽  
Social Model ◽  
Future Research ◽  
Undergraduate Mathematics ◽  
Disabled Students ◽  
Social Model Of Disability ◽  
Inclusive Learning ◽  
Design For Learning

Universal Design has been promoted to address the diversity of learners in higher education. However, rarely have Universal Design implementations been evaluated by listening to the voices of disabled students. For this study, we investigated the perceptions of three disabled students who took part in an undergraduate mathematics course designed with the principles of Universal Design for Learning and Assessment. The study consists of two parts. First, we observed the experiences students had in relation to the accessibility of the course design. The second part consisted of a further analysis of the students identifying processes to understand how they talked about their learning disabilities during the course. Our results highlight many opportunities and challenges that the course offered to the students, whilst also raising concerns about how the students excluded themselves from their student cohort in their identifying narratives. Based on our results, we argue that Universal Design should be returned to its roots by connecting it with the social model of disability. We call for future research to learn from our mistakes and consider the identifying processes of the students while designing, and hopefully co-designing, inclusive learning environments in mathematics.

scholarly journals Dissing learning disabilities

2021 ◽  
Author(s):  
Richa Sud
Keyword(s):  
Learning Disabilities ◽  
Academic Success ◽  
Secondary Students ◽  
Academic Experiences ◽  
Social Model ◽  
Students With Learning Disabilities ◽  
Structured Interviews ◽  
Social Model Of Disability ◽  
Post Secondary ◽  
Qualitative Research Study

This qualitative research study explores the experiences of post-secondary students with Learning Disabilities (LDs). Using phenomenology, semi-structured interviews were conducted with four university students from Southern Ontario. The study discusses the strengths, challenges, commonalities and differences between the students‘ academic experiences through which they have derived current academic success. Data analysis draws from Critical Theory of Education, Social Model of Disability and Goffman‘s analysis of Stigma. The findings in this study provide insight into the classroom experiences of the students with LDs in elementary, middle and high schools. Further, they help understand ways adapted by students to navigate the education system through each of their varied experiences. This paper will conclude with implications and suggestions for social work professionals working with students who have LDs.

“Every little thing that could possibly be provided helps”: Analysis of online first-year chemistry resources using the Universal Design for Learning framework

2021 ◽  
Author(s):  
Charisse Tongson Reyes ◽  
Gwendolyn Angela Lawrie ◽  
Christopher D. Thompson ◽  
Sara Kyne
Keyword(s):  
Information And Communication Technologies ◽  
Universal Design ◽  
Universal Design For Learning ◽  
Communication Technologies ◽  
First Year ◽  
Pedagogical Strategies ◽  
Learning Framework ◽  
Design For Learning ◽  
Information And Communication

Rapid advancements in information and communication technologies (ICTs) have afforded numerous variations to traditional chemistry curricula where pedagogical strategies that have been employed have assumed "one-size-fits-all". The translation of print-based...

scholarly journals Post Secondary educators can increase educational reach with Universal Design for Learning

2017 ◽  
Vol 5 (1) ◽  
pp. 27-36
Author(s):  
Kimberly Coy
Keyword(s):  
Universal Design ◽  
Universal Design For Learning ◽  
Design Stage ◽  
Environment Design ◽  
Barriers To Learning ◽  
Secondary Educators ◽  
Post Secondary ◽  
College And University ◽  
Design For Learning ◽  
Learning Environment Design

Meeting the needs of a variety of learners in college and university settings is of vital importance. By designing courses infused with Universal Design for Learning (UDL) principles, guidelines and checkpoints; professors and instructors create environments targeted toward meeting the educational needs of a wider variety of students. UDL works most effectively at the design stage. This paper aims to support learning environment design by presenting ten specific strategies for infusing UDL within post-secondary courses at the university level. These strategies will include: identifying barriers to learning, alternatives for participating during class time, effective alternative assessments based on construct relevance and UDL meta cognitive goals and transparency.

The Role of Course Management Systems (CMS) in Addressing Universal Design for Learning (UDL) in College Classrooms

2018 ◽  
pp. 60-78
Author(s):  
Laura R. Ficarra ◽  
Deborah A. Chapin
Keyword(s):  
Higher Education ◽  
Best Practice ◽  
Universal Design ◽  
Online Courses ◽  
Universal Design For Learning ◽  
Course Management ◽  
Extensive Experience ◽  
College Classrooms ◽  
Experience Teaching ◽  
Design For Learning

The purpose of this chapter is to explore the use of a course management system (CMS) platform, Blackboard, which offers a framework for electronic resources accessed via technology (i.e., discussion boards, online tutorials, simulations, etc.), and will speak to how using CMS in this fashion allows teachers in higher education to address universal design for learning (UDL) in a way that is responsive to various learner profiles. This chapter offers an investigation of the implications of using CMS as a flexible method to employ UDL via blended learning and its influence on students in institutions of higher education (IHE). The authors provide strategies that emphasize best practice based on research in conjunction with their combined varied and extensive experience teaching face-to-face, blended, and asynchronous online courses in IHL.

Fostering Student Engagement Through Showing Empathy and Caring in an Online College Course

2021 ◽  
pp. 1-22
Author(s):  
Sherri L. Horner ◽  
Mariana Mereoiu ◽  
Alicia A. Mrachko
Keyword(s):  
Action Research ◽  
Universal Design For Learning ◽  
Collaborative Action Research ◽  
Action Research Project ◽  
Health Crisis ◽  
Post Secondary ◽  
College Course ◽  
Design For Learning ◽  
Support Students ◽  
Undergraduate Teacher Education

This chapter describes a collaborative action research project in which one post-secondary instructor used the experiences in her undergraduate teacher education course to learn how to best support students and peers in a health crisis and social justice uncertainty climate. The authors used empathy and care theories and universal design for learning (UDL) to plan, implement, and reflect on ways to empathize and show care for students in a course that was online due to COVID-19. Using the action research processes, the authors found five themes related to using UDL practices and showing empathy and caring. They conclude with recommendations for other instructors interested in supporting their students in online classes and in times of crisis.

scholarly journals Dissing learning disabilities

2021 ◽  
Author(s):  
Richa Sud
Keyword(s):  
Learning Disabilities ◽  
Academic Success ◽  
Secondary Students ◽  
Academic Experiences ◽  
Social Model ◽  
Students With Learning Disabilities ◽  
Structured Interviews ◽  
Social Model Of Disability ◽  
Post Secondary ◽  
Qualitative Research Study

This qualitative research study explores the experiences of post-secondary students with Learning Disabilities (LDs). Using phenomenology, semi-structured interviews were conducted with four university students from Southern Ontario. The study discusses the strengths, challenges, commonalities and differences between the students‘ academic experiences through which they have derived current academic success. Data analysis draws from Critical Theory of Education, Social Model of Disability and Goffman‘s analysis of Stigma. The findings in this study provide insight into the classroom experiences of the students with LDs in elementary, middle and high schools. Further, they help understand ways adapted by students to navigate the education system through each of their varied experiences. This paper will conclude with implications and suggestions for social work professionals working with students who have LDs.

scholarly journals Inclusive Design for Online and Blended Courses

2018 ◽  
Vol 7 (1) ◽  
pp. 14-22 ◽  
Author(s):  
Susie Gronseth
Keyword(s):  
Course Design ◽  
Universal Design For Learning ◽  
Learning Experiences ◽  
Inclusive Design ◽  
Digital Learning ◽  
Practical Applications ◽  
Post Secondary ◽  
Blended Courses ◽  
Design For Learning ◽  
Accessibility Guidelines

Course accessibility is a priority in higher education, particularly in the design and delivery of digital learning experiences. Proactively addressing accessibility as part of online and blended course design meets the needs of all learners, including those in the margins. Inclusive design for online and blended courses connects the Web Content Accessibility Guidelines (WCAG) and Universal Design for Learning (UDL) framework in order to address learner variability as an intentional part of course design. Inclusive design fosters expanded options in the ways that learners access learning materials, engage in learning experiences, and demonstrate the knowledge and skills they have learned. This paper describes practical applications of WCAG and UDL for the design and facilitation of inclusive online and blended courses in the post-secondary setting.

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