Universal Design for Learning and Assistive Technology

2014 ◽  
pp. 11-26 ◽  
Author(s):  
Brian R. Bryant ◽  
Kavita Rao ◽  
Min Wook Ok
Keyword(s):  
High School ◽  
Learning Disabilities ◽  
Assistive Technology ◽  
Universal Design ◽  
Universal Design For Learning ◽  
Specific Learning Disabilities ◽  
Physical Environments ◽  
Design For Learning ◽  
And Mathematics ◽  
Specific Learning

Universal Design for Learning (UDL) has become a popular and effective way to help all students access what is taught in the classroom. Modeled after universal design, which enabled people with disabilities to access multiple physical environments, UDL provides access to the curriculum via three guiding principles: (a) multiple means of representation, (b) multiple means of expression, and (c) multiple means of engagement. This chapter looks at UDL and Assistive Technology (AT) for students who have specific Learning Disabilities (LD). Further, the authors examine AT research that has been conducted with students who have LD in reading, writing, and mathematics, and they provide case studies wherein UDL and AT are used to enhance accessibility in U.S. schools, specifically Grades 1 and 6 as well as high school.

Universal Design for Learning and Assistive Technology

2015 ◽  
pp. 567-582
Author(s):  
Brian R. Bryant ◽  
Kavita Rao ◽  
Min Wook Ok
Keyword(s):  
High School ◽  
Learning Disabilities ◽  
Assistive Technology ◽  
Universal Design ◽  
Universal Design For Learning ◽  
Specific Learning Disabilities ◽  
Physical Environments ◽  
Design For Learning ◽  
And Mathematics ◽  
Specific Learning

Universal Design for Learning (UDL) has become a popular and effective way to help all students access what is taught in the classroom. Modeled after universal design, which enabled people with disabilities to access multiple physical environments, UDL provides access to the curriculum via three guiding principles: (a) multiple means of representation, (b) multiple means of expression, and (c) multiple means of engagement. This chapter looks at UDL and Assistive Technology (AT) for students who have specific Learning Disabilities (LD). Further, the authors examine AT research that has been conducted with students who have LD in reading, writing, and mathematics, and they provide case studies wherein UDL and AT are used to enhance accessibility in U.S. schools, specifically Grades 1 and 6 as well as high school.

Systematically Applying UDL to Effective Practices for Students With Learning Disabilities

2018 ◽  
Vol 41 (3) ◽  
pp. 179-191 ◽  
Author(s):  
Sara Cothren Cook ◽  
Kavita Rao
Keyword(s):  
Learning Disabilities ◽  
Secondary Teachers ◽  
Grade Level ◽  
Universal Design ◽  
Universal Design For Learning ◽  
Effective Practices ◽  
Students With Learning Disabilities ◽  
Design For Learning ◽  
Students With Ld ◽  
Core Components

Based on the premise that instruction should be designed from the outset to reduce barriers, Universal Design for Learning (UDL) guidelines provide a set of flexible options and scaffolds to ensure access for all learners. Using the UDL framework, teachers and researchers can systematically adapt effective practices that have been established by methodologically sound research studies to have meaningful gains for students with learning disabilities (LD). Specifically, we suggest that teachers can select an effective practice and then use the UDL framework to individualize the practice (while maintaining core components). Furthermore, we propose that researchers may use this approach to (a) clearly define how UDL was applied to a practice and (b) systematically measure the effects of UDL when applied to practices that have been established as effective by methodologically sound research. Although teachers and researchers can apply UDL to effective practices for all students, in this article, we highlight how secondary teachers can design and adapt effective practices for students with LD, who need intensive interventions to improve skills (e.g., reading comprehension, decoding) and access to grade-level curriculum.

scholarly journals Universal Design for Learning in Assessment: Supporting ELLs with Learning Disabilities

2020 ◽  
Vol 13 (1) ◽  
pp. 79-91
Author(s):  
Thomas A. Delaney ◽  
Maiko Hata
Keyword(s):  
Higher Education ◽  
Learning Disabilities ◽  
Language Learning ◽  
Students With Disabilities ◽  
English Language ◽  
Universal Design ◽  
Universal Design For Learning ◽  
Language Learner ◽  
World Population ◽  
Design For Learning

Studying English is challenging and, for many learners, undiagnosed learning disabilities can present a serious threat to their success. Recent studies indicate that up to 10% of the world population has a non-apparent disability, such as autism or dyslexia. At the same time, few English language learner (ELL) instructors in higher education have training in learning disabilities, and they are often unsure of how to support learners who seem to have extra challenges. This is especially true when it comes to assessment, as instructors often rely on traditional tools that could negatively affect the validity of the assessment outcomes. In this brief reflection, the authors share how instructors can apply the principles of Universal Design for Learning (UDL) to their assessment practices to support students with disabilities, regardless of diagnostic status. First, disabilities that affect language learning will be briefly discussed, followed by the explanation of how English to speakers of other languages (ESOL) assessments present specific challenges for students with disabilities. Then, the authors will provide an overview of UDL theory, which proposes that learners with disabilities are often best served by accommodations in representation, expression and engagement that can benefit the entire class. Most of the paper will focus on specific, practical strategies for implementing UDL within assessment in higher education. Such strategies include building executive function, implementing multi-channel assessment, and learning about students through an “evaluation loop.”

Universal Design for Learning Chemistry Instruction for Students With and Without Learning Disabilities

2020 ◽  
Vol 41 (4) ◽  
pp. 207-218
Author(s):  
Margaret E. King-Sears ◽  
Todd M. Johnson
Keyword(s):  
Learning Disabilities ◽  
Universal Design ◽  
Comparison Group ◽  
Universal Design For Learning ◽  
Future Research ◽  
Chemistry Instruction ◽  
Education Class ◽  
Design For Learning ◽  
Students With Ld ◽  
Business As Usual

Students with and without learning disabilities in high school chemistry classes, either co-taught or self-contained, received instruction on calculating molar conversions using universal design for learning (UDL) or business-as-usual techniques. For Study 1, posttest scores of students with and without learning disabilities (LD) in co-taught classes who received the UDL treatment are compared with peers’ scores in the comparison group. For Study 2, posttest scores from students with LD who received UDL treatment in a self-contained special education class are reported. Students in the UDL treatment scored significantly higher on posttests than comparison group peers in Study 1. Mean scores for students with LD in Study 2 were similar to UDL students in Study 1. Social validity feedback on the UDL instruction was positive. Implications for UDL chemistry instruction and future research are described.

Sign in / Sign up

Export Citation Format

Share Document