scholarly journals Commentary: Navigating the Delicate Emerging Synchronicity Between Inclusion and Access

2014 ◽  
Vol 7 (2) ◽  
pp. 17-24
Author(s):  
Frederic Fovet
Keyword(s):  
Best Practices ◽  
Universal Design ◽  
Universal Design For Learning ◽  
Diverse Learners ◽  
Full Spectrum ◽  
Post Secondary ◽  
Hands On ◽  
Policy Level ◽  
Design For Learning ◽  
K 12

The author examines how the synchronicity between access and inclusion is emerging in both the K-12 and post-secondary fields. Previously, both agendas have too often been artificially distinguished, it is argued. The article examines the opportunities this creates for the hands-on implementation of inclusive practices in the class, and considers some of the repercussions this organic merge will have at policy level. The author also highlights how the progressive overlap between inclusion and access best practices—such as Universal Design for Learning—benefits the full spectrum of diverse learners.

Belief without evidence? A policy research note on Universal Design for Learning

2020 ◽  
pp. 147821032094020
Author(s):  
Michael PA Murphy
Keyword(s):  
Teaching And Learning ◽  
Universal Design ◽  
Universal Design For Learning ◽  
Policy Research ◽  
Research Note ◽  
Evidence Based ◽  
Post Secondary ◽  
Design For Learning ◽  
K 12 ◽  
Implementation Plans

Developed first in the late 1990s by the Centre for Applied Special Technology, the pedagogical framework known as “Universal Design for Learning” (UDL) has drawn increasing investment from K-12 and post-secondary institutions. The promoters of UDL often frame the approach as being “based in neuroscience,” and further as an “evidence-based approach” to instructional design in teaching and learning. While the rhetoric is promising, no rigorous published research has demonstrated any improvement in an education intervention designed with UDL principles in mind. Furthermore, the community of practice around UDL appears to be hostile to questions around the rigor of analysis used to promote UDL interventions. Studies of UDL approaches do not follow best practices in terms of research design, and often solicit anecdotes rather than testing the effectiveness of the approach. The purpose of this policy research note is to survey the state of the art in researching UDL and to clarify the origin of the pedagogical theory. Because the effectiveness of this theory has not been proven, there are no grounds for UDL implementation plans to be framed as “evidence-based” decisions. Further, the reluctance of UDL advocates to rigorously study the effectiveness of their intervention raises important questions about their confidence in the theory. For these reasons, the only evidence-based conclusion that can be made about UDL is that further study is required, as its core claims remain unproven. Institutions of any educational level should proceed with caution before devoting significant resources to implementation of UDL.

Meeting the Needs of Exceptional Students

2012 ◽  
pp. 28-44 ◽  
Author(s):  
Timothy J. Frey ◽  
E. Ann Knackendoffel
Keyword(s):  
Teacher Education ◽  
Learning Environments ◽  
Universal Design ◽  
Universal Design For Learning ◽  
Teacher Education Programs ◽  
Exceptional Students ◽  
Education Programs ◽  
Design For Learning ◽  
K 12

Today’s K-12 classrooms are learning environments that present teachers with the challenge of meeting the diverse needs of learners. Utilizing technology and the principles of Universal Design for Learning (UDL) can help teachers to meet the exceptional needs of learners in a variety of areas. This chapter presents ideas and strategies to utilize technology to facilitate the implementation of UDL principles (using multiple means of representation, engagement, and expression in the design of instruction) in teacher education and K-12 classrooms. Each principle of UDL is described, and examples of technology that can support implementation of the principle are shared. The chapter concludes with considerations for teacher education programs including providing modeling of UDL instruction and designing instruction with UDL in mind.

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 Ready-Made Technologies: Incorporating Universal Design into Everyday Activities

2015 ◽  
Vol 7 (1) ◽  
Author(s):  
Lesley Smith ◽  
Anya Evmenova ◽  
Kara Zirkle ◽  
Courtney Shewak ◽  
Korey Singleton
Keyword(s):  
Universal Design ◽  
Universal Design For Learning ◽  
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.

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.

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.

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

2021 ◽  
pp. 168-187
Author(s):  
Frederic Fovet
Keyword(s):  
Higher Education ◽  
Graduate Students ◽  
Graduate Education ◽  
Universal Design ◽  
Universal Design For Learning ◽  
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.

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