scholarly journals Extending Universal Design for Learning through Concurrent Enrollment: Algebra Teachers’ Perspectives

2018 ◽  
Vol 8 (4) ◽  
pp. 154 ◽  
Author(s):  
Susan Staats ◽  
Lori Laster
Keyword(s):  
Academic Success ◽  
Secondary School ◽  
Secondary Schools ◽  
Universal Design ◽  
Universal Design For Learning ◽  
School Teacher ◽  
Concurrent Enrollment ◽  
University Education ◽  
Design For Learning ◽  
The Impact

Concurrent enrollment refers to partnerships between postsecondary institutions and schools through which secondary school students can complete a university class taught by a qualifying secondary school teacher at their secondary school. We propose that concurrent enrollment programs are an under-recognized tool for extending the impact of Universal Design for Learning (UDL). The context of our study is an equity-focused university course in algebraic mathematical modeling that is also offered through concurrent enrollment in over 30 secondary schools to over 800 secondary students annually in our state of Minnesota, U.S.A. This paper presents a qualitative analysis of secondary school teachers’ experiences implementing the inquiry pedagogy and the equity goals of the course. Several results are important for UDL. Teachers (1) describe equity in social terms of race, ethnicity, income, immigration, and language status in addition to measures of academic success; (2) perceive improvements in students’ attitudes towards mathematics, school, and university education; (3) perceive student academic growth through mathematical writing; and (4) report close relationships with students. If higher education faculty design their on-campus classes to incorporate UDL principles, concurrent enrollment offers the potential to improve inclusive pathways from secondary schools to universities.

scholarly journals A practice-based intervention to prepare preservice teachers for inclusion using universal design for learning

2019 ◽  
Author(s):  
◽  
Mary Elizabeth Decker
Keyword(s):  
Preservice Teachers ◽  
Mixed Methods ◽  
General Education ◽  
Self Efficacy ◽  
Universal Design ◽  
Universal Design For Learning ◽  
Diverse Learners ◽  
Fundamental Knowledge ◽  
Design For Learning ◽  
The Impact

General education pre-service teachers are expected to teach diverse learners, including those with disabilities, in the general education settings. Yet many are not adequately prepared to teach all students. Universal Design for Learning (UDL) is a framework to increase inclusive practices, however, it is unknown how to best teach this to pre-service teachers. The purpose of this study is to examine the impact of using a practice-based approach to teach UDL as compared to a lecture-based approach to teach UDL to better prepare general education pre-service teachers. Constructs of interest include pre-service teachers' fundamental knowledge including UDL, self-efficacy and UDL application. A mixed methods triangulation design was employed. While pre-service teachers from both groups had significant gains in their foundational knowledge, reported self-efficacy, reported UDL knowledge and ability to apply UDL ideas, participants in the practice-based group did have some advantages, specifically in the area of UDL application.

scholarly journals Filipino Science Teachers’ Evaluation on Webinars’ Alignments to Universal Design for Learning and Their Relation to Self-Efficacy amidst the Challenges of the COVID-19 Pandemic

2021 ◽  
Vol 7 (2) ◽  
pp. 421-451
Author(s):  
Mary Dane F. Leonardo ◽  
Jeongho Cha
Keyword(s):  
Professional Development ◽  
Teacher Perceptions ◽  
Science Teachers ◽  
Self Efficacy ◽  
Universal Design ◽  
Universal Design For Learning ◽  
The Philippines ◽  
Design For Learning ◽  
K 12 ◽  
The Impact

Abstract The COVID-19 pandemic has led teachers in the Philippines to rely on technology to provide and support continued education for K-12 students. However, it is not only technology, but also the interactive online learning environments crafted by teachers that impact student science learning. To support teachers to cope with pandemic teaching, the government provided professional development in the form of teacher-training webinars. This study evaluated the webinars using Universal Design for Learning (UDL) principles to understand the impact these professional development sessions had on science teachers’ self-efficacy for delivering science instruction during the pandemic. The study found that webinars including UDL design elements improved science teachers’ self-efficacy for teaching science and there were no significant differences in teacher perceptions relative to gender or teaching experience. Implications for the use of UDL to design long-term professional development offerings beyond the pandemic are discussed.

scholarly journals Findings From a Two-Year Effectiveness Trial of the Science Notebook in a Universal Design for Learning Environment

2021 ◽  
Vol 6 ◽  
Author(s):  
Jennifer Yu ◽  
Xin Wei ◽  
Tracey E. Hall ◽  
Agatha Oehlkers ◽  
Kate Ferguson ◽  
...  
Keyword(s):  
Academic Achievement ◽  
Academic Performance ◽  
Learning Environment ◽  
Students With Disabilities ◽  
Universal Design ◽  
Positive Impact ◽  
Universal Design For Learning ◽  
Design For Learning ◽  
The Impact ◽  
Science Notebook

This cluster randomized control trial examines the effects of the Science Notebook in a Universal Design for Learning Environment (SNUDLE) on elementary school student science academic achievement and motivation outcomes. Multilevel analyses examined the impact of SNUDLE for all students and important student subgroups. Overall, students who received the SNUDLE intervention had similar motivation and academic achievement in science to their peers who did not receive the SNUDLE intervention. However, relative to students with disabilities in the comparison group, students with disabilities who used SNUDLE scored significantly higher on motivation in science and science academic achievement, with effect sizes (ES) ranging from 0.82 to 1.01. Furthermore, SNUDLE appeared to have a small but statistically significant positive impact on science academic performance among students whose home language is other than English or Spanish with an ES of 0.35. Fidelity of implementation analysis shows sufficient teacher training but fidelity of teacher and student usage of SNUDLE needs to be improved. The qualitative analysis of teacher interviews suggests that teachers perceived benefits of SNUDLE in support language acquisition and science writing skills. Both quantitative and qualitative findings suggest that SNUDLE holds promise for improving academic performance in science and confidence and motivation among some of the most vulnerable student populations.

Column Guest Editor’s Introduction: A Tactic for Clarifying the Teacher’s Role in Universal Design for Learning

2020 ◽  
pp. 105345122094438
Author(s):  
Dave L. Edyburn
Keyword(s):  
Academic Success ◽  
Universal Design ◽  
Universal Design For Learning ◽  
Diverse Learners ◽  
Knowledge And Skills ◽  
College Professors ◽  
Fundamental Challenge ◽  
Design For Learning ◽  
Essential Knowledge ◽  
Design Challenges

Readers with an interest in Universal Design for Learning (UDL) will recognize the fundamental challenge presented in this month’s guest column, “Classroom Menus for Supporting the Academic Success of Diverse Learners.” That is, who is responsible for preparing the UDL environment before students enter a classroom? The authors describe three essential knowledge and skills needed by teachers, instructors, and college professors: (a) acquire UDL philosophy, (b) create a toolkit, and (c) create choice menus. They offer practical resources and tools for educators interested in each component. More importantly, after this baseline was established, they argue that it is necessary to evaluate teachers’ UDL knowledge and skills. Toward this end, they propose three UDL Design Challenges and provide a rubric for evaluating a teacher’s claim that they have designed an UDL intervention for their classroom.

Universal Design for Learning

2017 ◽  
pp. 282-310
Author(s):  
Jodi Pilgrim ◽  
A. Kris Ward
Keyword(s):  
Academic Success ◽  
Instructional Strategies ◽  
Literacy Instruction ◽  
Universal Design ◽  
Universal Design For Learning ◽  
Classroom Design ◽  
Inclusive Curriculum ◽  
Design For Learning ◽  
Inclusive Instruction ◽  
Insight Into

An inclusive curriculum values diversity and addresses barriers to academic success. Universal Design for Learning (UDL) introduces a framework for inclusive instruction, which transforms the systems and structures in schools to help make learning more effective and efficient for all students. Because Universal Design supports the literacy component of classroom design (Rose & Meyer, 2006), this chapter provides insight into instructional strategies that reinforces these essential skills. This chapter offers the background and framework for UDL, including research-based literacy instruction which ensures materials are accessible through multiple forms of representation, expression, and engagement of information.

Ten Years Later: Would You Recognize Universal Design for Learning If You Saw It?

2020 ◽  
pp. 105345122096311
Author(s):  
Dave Edyburn
Keyword(s):  
Executive Function ◽  
Academic Success ◽  
Universal Design ◽  
Universal Design For Learning ◽  
Diverse Learners ◽  
The Third ◽  
Special Series ◽  
Universal Usability ◽  
Design For Learning ◽  
The Relationship

This is the third and final column of a special series on the topic of universal design for learning. Interested readers are encouraged to review the previous two articles: Enhancing Executive Function While Addressing Learner Variability in Inclusive Classrooms (Volume 56, Issue 3) and Classroom Menus for Supporting the Academic Success of Diverse Learners (Volume 56, Issue 4). In the following column, I examine the relationship between universal usability and universal design for learning (UDL).

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