Universal Design for Learning

2020 ◽  
pp. 137-158
Author(s):  
James Cressey
Keyword(s):  
Teacher Education ◽  
Culturally Responsive ◽  
Teacher Educators ◽  
Universal Design ◽  
Universal Design For Learning ◽  
Instructional Planning ◽  
Elementary Teacher Education ◽  
Culturally Responsive Practices ◽  
Design For Learning ◽  
Structural Inequities

Universal Design for Learning (UDL) is a framework for curriculum and instructional planning through which educators can maximize accessibility and minimize barriers that are often experienced by learners. Culturally responsive practices strengthen and complement UDL by framing accessibility as an equity goal and prompting educators to examine ableism, racism, and other structural inequities. Teacher educators are in a unique position to introduce UDL to future elementary teachers and support them in developing inclusive pedagogical methods early on in their careers. Education technology tools are used within UDL to make curriculum materials more accessible and engaging. In this chapter, the UDL framework will be described along with culturally responsive applications within elementary teacher education.

Universal Design for Learning

2017 ◽  
pp. 38-59
Author(s):  
James Cressey
Keyword(s):  
Teacher Education ◽  
Teacher Educators ◽  
Universal Design ◽  
Universal Design For Learning ◽  
State Standards ◽  
Curriculum Materials ◽  
Instructional Planning ◽  
Elementary Teacher Education ◽  
Unique Position ◽  
Design For Learning

Universal Design for Learning (UDL) is a framework for curriculum and instructional planning through which educators can maximize accessibility and minimize barriers that are often experienced by learners. Teacher educators are in a unique position to introduce UDL to future elementary teachers and support them in developing inclusive pedagogical methods early on in their careers. While Common Core State Standards can guide educators in what to teach, UDL provides a framework for how to teach. Education technology tools are used extensively within UDL to make curriculum materials more accessible and engaging. In this chapter, the UDL framework will be described along with many specific applications within elementary teacher education.

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.

Achieving the Transformational Vision for Universal Design for Learning: Guest Associate Editor Introduction

2020 ◽  
Vol 56 (3) ◽  
pp. 177-178
Author(s):  
Dave Edyburn
Keyword(s):  
Teacher Educators ◽  
Universal Design ◽  
Universal Design For Learning ◽  
Associate Editor ◽  
Instructional Materials ◽  
Instructional Designers ◽  
Policy Makers ◽  
The Past ◽  
Design For Learning ◽  
The Relationship

The potential of Universal Design for Learning (UDL) has captured the imagination of policy makers, educators, administrators, teacher educators, as well as educational researchers. Over the past 20 years, there has been increasing interest in how the vision of UDL could be translated into practice. And yet, there is little agreement about whether or not UDL is a design intervention and therefore the responsibility of publishers and instructional designers as they create curricula and instructional materials. I am pleased to introduce this guest column that profiles the work of Drs. Matthew Marino and Eleazar Vasquez as they describe the relationship between executive functioning and learner variability in inclusive classrooms.

Toward More Inclusive Education: An Empirical Test of the Universal Design for Learning Conceptual Model Among Preservice Teachers

2020 ◽  
pp. 002248712096552 ◽  
Author(s):  
Júlia Griful-Freixenet ◽  
Katrien Struyven ◽  
Wendelien Vantieghem
Keyword(s):  
Preservice Teachers ◽  
Inclusive Education ◽  
Teacher Educators ◽  
Universal Design ◽  
Universal Design For Learning ◽  
Empirical Test ◽  
Self Regulation ◽  
Growth Mindset ◽  
Educational Environments ◽  
Design For Learning

Universal Design for Learning (UDL) holds considerable promise to create inclusive educational environments. Nevertheless, the most recent theoretical UDL model, which includes both teachers’ philosophy and praxis of teaching, has never been tested empirically. Therefore, this study aims to validate the UDL model as a “whole” among preservice teachers. Results show that the three philosophical constructs of UDL predict the performance of preservice teachers’ practices associated with UDL. These constructs are growth mindset about learning, self-efficacy to implement inclusion, and self-regulation and motivation for teaching. Results also show that preservice teachers think and reason about UDL not as three separate principles (i.e., engagement, representation, action, and expression) but in an interrelated way as the analysis shows them to be a unidimensional factor. Finally, this article discusses the implications of a validated model on UDL for teacher-educators, practitioners, and researchers.

Universal Design for Learning (UDL) Guidelines for Mobile Devices and Technology Integration in Teacher Education

2018 ◽  
pp. 1-21 ◽  
Author(s):  
Neal Shambaugh ◽  
Kimberly K. Floyd
Keyword(s):  
Teacher Education ◽  
Preservice Teachers ◽  
Public Schools ◽  
Technology Integration ◽  
Mobile Devices ◽  
Universal Design ◽  
Universal Design For Learning ◽  
Flexible Technology ◽  
Design For Learning ◽  
Teacher Education Faculty

Universal Design for Learning (UDL) guidelines provide recommendations for flexible technology integration in teacher education. With the advent of mobile devices, such as smartphones and tablets, how do educators in teacher education programs (teacher education faculty, preservice teachers, public school teachers) use mobile devices within a flexible curriculum that addresses the learning of diverse students? Section one of this chapter describes the legal and administrative context for accessibility, the UDL conceptual framework, technology integration in teacher education, the TPCK model for technology integration, and the use of mobile devices in teacher education. Section two provides recommendations for applying UDL principles to mobile devices in public schools.

Intentionality in Blended Learning Design

2020 ◽  
pp. 204-231
Author(s):  
Natalie Nussli ◽  
Kevin Oh
Keyword(s):  
Higher Education ◽  
Blended Learning ◽  
Culturally Responsive Teaching ◽  
Culturally Responsive ◽  
Universal Design ◽  
Universal Design For Learning ◽  
Mediated Learning ◽  
Responsive Teaching ◽  
Face To Face ◽  
Design For Learning

The purpose of this theoretical chapter is to develop a tool that helps educators develop digitally mediated learning (DML) episodes by systematically applying the principles of four paradigms, namely meaningful learning, ubiquitous learning (u-learning), universal design for learning (UDL), and culturally responsive teaching (CRT). The goal is to harness the affordances of each paradigm and combine them into an approach that systematically enhances and enriches DML. This chapter will be relevant for teachers in higher education wishing to complement their face-to-face teaching with carefully designed digitally mediated content capitalizing collaboration, interaction, personal relevance, and projects that can provide creativity-enhancing learning.

A Collaborative Process for Incorporating Universal Design for Learning and Evidence-Based Practice into Inclusive Teacher Education Programs

2018 ◽  
Author(s):  
Spencer Salend ◽  
Catharine Whittaker
Keyword(s):  
Teacher Education ◽  
Assistive Technology ◽  
Universal Design ◽  
Evidence Based Practice ◽  
Universal Design For Learning ◽  
Inclusive Classrooms ◽  
Evidence Based ◽  
Collaborative Process ◽  
Design For Learning ◽  
Lesson Observation

In light of the need to prepare reflective and effective teachers who can differentiate their instruction to support the learning of all students in inclusive classrooms, this article describes the collaborative process faculty have used to incorporate universal design for learning (UDL) and evidence-based practice (EBP) into an inclusive teacher education program’s curriculum and practicum experiences. Initially, faculty mapped the curriculum by agreeing upon a common definition of UDL and EBP, reviewing the research to create EBP documentation charts, which were used to constructing self-assessment tools known as innovation configurations (IC). Faculty used the IC to identify and address the strengths and gaps within the program’s courses and clinical experiences and align courses with online interactive instructional resources related to UDL and EBP. To bridge the gap between research and practice and guide educators in making evidence-informed decisions, faculty developed a 10-step practice-based evidence assessment and instructional model to collect and analyze classroom-based data about the efficacy, acceptability, and fidelity of one’s instructional practices and use of UDL and EBP. Faculty revised and field-tested a lesson plan template that prompted educators to personalize their instruction and make it more explicit by addressing such factors as student diversity and collaboration, and employing UDL, EBP, instructional and assistive technology and formative and summative assessment. Faculty also redesigned the program’s lesson observation form used to better evaluate preservice teachers working in inclusive classrooms and provide them with feedback related to their effective use of EBP, UDL, instructional and assistive technology, and assessment and classroom management strategies. The lesson observation form also was revised to make it more reflective of the program’s curriculum reform efforts related to the use of UDL and EBP, and to align it with the national teacher education accreditation standards, national and statewide teacher evaluation, curriculum and teacher education certification standards.

scholarly journals Evaluating financial literacy curriculum for young adults with special needs: A review of content, universal design for learning, and culturally responsive curriculum principles

2018 ◽  
Vol 17 (2) ◽  
pp. 118-135 ◽  
Author(s):  
Mary Beth Henning ◽  
Sarah Johnston-Rodriguez
Keyword(s):  
Young Adults ◽  
Special Needs ◽  
Financial Literacy ◽  
Culturally Responsive ◽  
Universal Design ◽  
Universal Design For Learning ◽  
Literacy Curriculum ◽  
Culturally Responsive Curriculum ◽  
Design For Learning ◽  
High Incidence Disabilities

Acquiring financial literacy presents many unique challenges for young adults with disabilities. Although financial literacy can and should be taught throughout the lifespan, this review examines the curriculum accessible to students with high incidence disabilities who are 14–21 years old, when they are planning for transition from secondary school to the workforce/higher education. This review examines five examples of promising financial literacy curriculum: Financial Fitness for Life, Practical Money Skills, Finance in the Classroom, Money Talks 4 Teens, and Money Smart for Young Adults. The curricula are compared for their application of universal design and culturally responsive curriculum principles. Completed rubrics will be presented to evaluate those curricula based on standards-based financial literacy concepts particularly relevant to youth with special needs, principles of universal design, and culturally responsive curriculum.

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