Applying Universal Design for Learning to Create a Transformational and Accessible Learning Framework for a Technology-Driven International University

Author(s):  
Kimberly K. Floyd ◽  
Neal Shambaugh

Universal design for learning (UDL) guides the developers of the technology-driven international university to design flexible academic programs and design features of the supporting academic units. Faculty, staff, and administrators share a moral responsibility to enable all people to access educational opportunities. Adherence to UDL guidelines ensures accessible academic programs and acknowledges that humans vary in their capacity and location to receive educational and research experiences. The chapter first examines transformational features of the technology-driven internal university, describes the UDL framework, and applies the UDL guidelines to academic programs (UDL-C) and administrative units (UDL-A). Recommendations and further research are suggested applying UDL across a technology-driven international university.

Author(s):  
Charisse Tongson Reyes ◽  
Gwendolyn Angela Lawrie ◽  
Christopher D. Thompson ◽  
Sara Kyne

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...


2022 ◽  
pp. 302-320
Author(s):  
Natalia K. Rohatyn-Martin ◽  
Denyse V. Hayward

In current educational contexts, Deaf or hard of hearing (D/HH) students are being educated in inclusive classrooms. However, academic and social outcomes for these bilingual or multilingual students remain highly variable indicating that meeting the needs for students who are D/HH continues to be challenging for many educators. Many D/HH students are reporting high levels of fatigue throughout their school day. To ensure the diverse cultural and linguistic backgrounds of students are being met, a more flexible approach needs to be considered to address barriers described by D/HH students. As such, the authors use the Universal Design for Learning framework to discuss fatigue for students who are D/HH in inclusive contexts, particularly those who are bilingual/multilingual.


2022 ◽  
pp. 65-82
Author(s):  
Emily Art ◽  
Tasia A. Chatman ◽  
Lauren LeBental

Structural conditions in schools limit diverse exceptional learners' academic and social-emotional development and inhibit the professional growth of their teachers. Teachers and students are restricted by the current instructional model, which suggests that effective teachers lead all students through a uniform set of instructional experiences in service of objective mastery. This model assumes that diverse exceptional learners' success depends on access to the teacher-designed, one-right-way approach to the learning objective. This inflexible model prevents both the teacher and the student from co-constructing learning experiences that leverage their mutual strengths and support their mutual development. In this chapter, the authors argue that the Universal Design for Learning framework challenges the one-right-way approach, empowering teachers and students to leverage their strengths in the learning process. The authors recommend training teachers to use the Universal Design for Learning framework to design flexible instruction for diverse exceptional learners.


2019 ◽  
Vol 30 (3) ◽  
pp. 174-185
Author(s):  
Sean J. Smith ◽  
Kavita Rao ◽  
K. Alisa Lowrey ◽  
J. Emmett Gardner ◽  
Eric Moore ◽  
...  

Universal Design for Learning (UDL) is a framework that continues to receive increased attention at federal and state levels. The benefits of UDL include providing an approach to curriculum and instructional design that creates flexible instructional goals, methods, materials, and assignments. Despite the growing popularity of UDL in national policies, measuring the implementation of the UDL framework remains elusive. In March 2017, the research committee of the Universal Design for Learning–Implementation and Research Network (UDL-IRN) convened a preconference of researchers and practitioners to discuss and make recommendations for a national research agenda. Four workgroups address issues related to UDL. These included (a) operationalizing and applying UDL, (b) instruments for the measurement of UDL, (c) teacher education/professional development (PD) in UDL, and (d) UDL tools, technologies, and resources. The results of the workgroups’ effort to identify issues and strategic actions in UDL implementation and research are reported.


2018 ◽  
pp. 590-612
Author(s):  
Michael Krezmien ◽  
Wardell Powell ◽  
Christina Bosch ◽  
Tracey Hall ◽  
Martina Nieswandt

This chapter describes the challenges in implementing science instruction in juvenile corrections settings and present a tablet-based model for meeting the complex challenges. Project RAISE is a Project-based Inquiry Science (PBIS) curriculum designed in the Universal Design for Learning framework. It is developed in a tablet platform, and is designed to meet the unique needs of incarcerated learners. The chapter describes the juvenile justice educational setting, the characteristics of the classrooms, the learners, and the teachers. It provides an overview of one iBook that has been co-designed and tested with incarcerated learners.


2022 ◽  
pp. 379-399
Author(s):  
Ieda M. Santos ◽  
Wenli Wu

Online learning continues to grow and is increasing including more diverse students. Diverse students with various backgrounds and experiences challenge educators to implement pedagogies to achieve equitable learning experiences and outcomes. This chapter aims to discuss four equity pedagogies commonly referred to in the literature that can contribute to democratic and inclusive learning experiences for all students. The chapter's four strategies include pedagogic voice, universal design for learning, equitable assessment, and collaborative learning. Although these strategies were discussed separately, the universal design for learning framework can incorporate both the pedagogic voice, equitable assessments, and collaborative learning while considering their unique perspectives. If well-designed and implemented, these strategies can help all students to receive fair education and prepare them to succeed in a changing world and become agents for social change. The chapter includes recommendations for practice and future research.


2021 ◽  
Vol 36 (1) ◽  
pp. 29-38
Author(s):  
Emily Hoeh ◽  
Jessica A. Curtis ◽  
Melissa D. McAllister

The following describes a journey of collaboration across disciplines to support Universal Design for Learning (UDL) curriculum and assessment enhancements in an Elementary Education teacher preparation program within a college of education (COE). As a collaborative partner with a public university in Florida, a public state college in Florida completed a review and enhancement of the Elementary Education teacher preparation curriculum using The Roadmap for Educator Preparation Reform to create an overt and measured use of the Universal Design for Learning framework. This project was supported through a grant from the Florida Department of Education FLDOE 171-5015A-8CC01.


Author(s):  
Lisa Harris ◽  
Lindsay Yearta ◽  
Allison Paolini

Students are diverse. They vary widely in their background knowledge, interests, languages, academic strengths, and learning needs. In order to retain these students, higher education institutions must create flexible and engaging learning environments. Universal design for learning (UDL) is a research-based framework used to guide the development of instructional goals, teaching methods, materials, and assessments to meet the needs of all learners. The three overarching UDL principles and corresponding guidelines are discussed as a framework for making decisions about integrating digital tools into teaching and learning environments. Examples of how the authors have used technology to meet the guidelines in higher education classrooms are provided.


Sign in / Sign up

Export Citation Format

Share Document