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.

scholarly journals Universal Design for Learning in Higher Education

2013 ◽  
Vol 5 ◽  
Author(s):  
Linn Jorgenson ◽  
Korey Singleton ◽  
Jane Bennett
Keyword(s):  
Higher Education ◽  
Curriculum Development ◽  
Universal Design ◽  
Universal Design For Learning ◽  
Diverse Learners ◽  
Opportunities To Learn ◽  
Instructional Goals ◽  
Design For Learning ◽  
Individual Needs

This presentation is designed to introduce a Universal Design for Learning (UDL)framework to participants and then explore the use of UD within student affairsand higher education. We will start with an overview of the three principles of UDL,which is a set of principles for curriculum development that give all individualsequal opportunities to learn. UDL provides a plan for creating instructional goals,methods, materials, and assessments that work for everyone—inot a single, one-size-fits-all solution, but rather flexible approaches that can be customized and adjusted for individual needs. We will discuss some of the trends we are seeing here at Mason, including diverse learners and accommodations on how to structure a course.

Using Universal Design for Learning to Create Inclusive Provisions for Indigenous Students in Higher Education

2021 ◽  
pp. 253-274
Author(s):  
Frederic Fovet
Keyword(s):  
Higher Education ◽  
Education Reform ◽  
Support Services ◽  
Universal Design ◽  
Universal Design For Learning ◽  
Higher Education Reform ◽  
Pedagogical Practices ◽  
Tertiary Sector ◽  
Indigenous Students ◽  
Design For Learning

The decolonization of the curriculum has become a much-discussed process in higher education, and it is particularly pertinent to the inclusion of Indigenous students in the tertiary sector. While the momentum grows for a rapid integration of decolonization of the curriculum into higher education practices, the literature suggests that these efforts so far have tackled content rather than pedagogy itself. Universal design for learning (UDL), on the other hand, appears as a promising framework to support instructors as they engage more deeply with the process of decolonizing pedagogical practices. The chapter explores the phenomenological insights of the author regarding the ways UDL is contributing to this reflection on the inherently Euro-centric nature of classroom practices. The chapter also examined wider repercussions the implementation of UDL to the Indigenous student experience will have on UDL advocacy generally, on higher education reform, and on the future format of support services for this clientele.

scholarly journals A Reflective Analysis on Neurodiversity and Student Wellbeing: Conceptualising Practical Strategies for Inclusive Practice

2021 ◽  
Author(s):  
Elliott Spaeth ◽  
Amy Pearson
Keyword(s):  
Higher Education ◽  
Student Learning ◽  
Universal Design ◽  
Negative Impact ◽  
Universal Design For Learning ◽  
Learning Approach ◽  
Relevant Theory ◽  
Inclusive Practice ◽  
Design For Learning ◽  
Learning Behaviours

With the number of neurodivergent students entering Higher Education increasing, it is essential that we understand how to provide an inclusive educational experience which facilitates positive wellbeing. In this reflective analysis we draw upon our position as neurodivergent academics alongside relevant theory and literature to foster understanding and provide practical strategies for those supporting neurodivergent students. We emphasise the importance of questioning normative assumptions around expected student learning behaviours, and the negative impact that these assumptions can have upon neurodivergent students. We then provide several practical strategies that can be used to develop more inclusive practice, drawing upon principles embedded within a Universal Design for Learning approach.

Pedagogy for Inclusive Education

2017 ◽  
Author(s):  
Tim Loreman
Keyword(s):  
Inclusive Education ◽  
Universal Design ◽  
Universal Design For Learning ◽  
Pedagogical Approach ◽  
Late 20Th Century ◽  
Basic Principles ◽  
Academic Literature ◽  
Inclusive Learning ◽  
Design For Learning ◽  
Inclusive Pedagogy

A number of different pedagogical approaches have been presented as being helpful for teachers working with students in inclusive learning environments. These approaches were developed in the late 20th century and were largely derived from models of special education. Many of them are still evident in classrooms around the world today. Based on approaches that appear to have been effective, a set of principles for the development and implementation of inclusive education pedagogy, as identified in the academic literature, can be discerned. These principles, however, are best viewed through a critical lens that highlights cautions for teachers engaged in inclusive teaching. Examples of inclusive approaches that align with some basic principles of inclusive pedagogy include but are not limited to Differentiated Instruction, Universal Design for Learning, and Florian and Spratt’s (2013) Inclusive Pedagogical Approach in Action framework.

Revisão Sistemática sobre Desenho Universal para a Aprendizagem entre 2010 e 2015 no Brasil

2018 ◽  
Vol 18 (4) ◽  
pp. 414 ◽  
Author(s):  
Jacqueline Lidiane de Souza Prais ◽  
Vanderley Flor da Rosa
Keyword(s):  
Systematic Review ◽  
Universal Design ◽  
Universal Design For Learning ◽  
Field Research ◽  
Pedagogical Practices ◽  
Scientific Publications ◽  
Teaching Context ◽  
Design For Learning ◽  
Bibliographical Survey ◽  
Educational Inclusion

Para suprir as necessidades de uma prática pedagógica inclusiva, o Desenho Universal para a Aprendizagem - DUA tem representado uma possibilidade qualitativa para com as intenções e a efetivação da inclusão educacional no contexto educacional brasileiro. Portanto, esta pesquisa emergiu da seguinte questão de investigação: de que maneira o Desenho Universal para a Aprendizagem tem sido contemplado nas publicações científicas brasileiras? Para tanto, utiliza-se como metodologia de pesquisa a revisão sistemática das produções científicas brasileiras dispostas e selecionadas no banco de dados do Google Acadêmico e Portal de Periódicos da Capes, que possibilitou a análise de 23 produções. Estes estudos foram classificados e organizados em quatro categorias: (i) que apresentam resultados referentes a um levantamento bibliográfico selecionadas, (ii) que apresentam resultados referentes à pesquisa bibliográfica e propõe apresentar resultados de uma pesquisa de campo, (iii) que apresentam resultados para a construção/uso de um objeto de ensino e, (iv) que apresentam resultados referentes à pesquisa de campo, após análise da aplicação subsidiada ou o não uso do DUA. Como principal resultado e discussão, a pesquisa revela a necessidade de pesquisas que abordem a contribuição didática no campo da prática docente para inclusão educacional no contexto do ensino regular. As pesquisas também evidenciam a necessidade de formação docente para a implantação do DUA no planejamento de ensino e elaboração de atividades pedagógicas inclusivas, que contemplem o uso de recursos tecnológicos potencializando o processo de ensino e de aprendizagem.Palavras-chave: Desenho Universal para a Aprendizagem. Revisão Sistemática. Análise. Produções Científicas.AbstractTo supply the inclusive pedagogical practices necessities, the Universal Design for Learning (DUA, acronym in Portuguese for Desenho Universal da Aprendizagem) has represented a qualitative possibility in relation to the intentions, and implementation of the educational inclusion in the Brazilian educational context. Thus, this article has emerged from the following investigation question: how has the Universal Design for Learning been contemplated in the Brazilian scientific publications? For this purpose, as the research methodology, it is used the systematic review of the Brazilian scientific productions, in which 23 productions were selected in the Academic Google and in the Capes Periodical Portal. These studies were classified and organized in 4 categories: First, that presents selected results about a bibliographical survey; second, that shows results about the bibliographic research that intends to present results of a field research; third, results for construction/use of a teaching object, and fourth, results about the field research after the analysis of the subsided application with the DUA use or not. The main result and discussion of this research reveal the necessity of works that deal with the didactic contribution in the teacher’s practice field for educational inclusion in the regular teaching context. The bodies of research also highlighted that the teacher’s education for the DUA implementation, in the teaching and in the inclusive pedagogical activities, are necessary to contemplate the use of technological resources, maximizing the process of teaching and learning.Keywords: Universal Design for Learning. Systematic Review. Analysis. Scientific Productions.

Cross-Pollinating Culturally Sustaining Pedagogy and Universal Design for Learning: Toward an Inclusive Pedagogy That Accounts for Dis/Ability

2016 ◽  
Vol 86 (3) ◽  
pp. 366-389 ◽  
Author(s):  
Federico R. Waitoller ◽  
Kathleen A. King Thorius
Keyword(s):  
Inclusive Education ◽  
Universal Design ◽  
Universal Design For Learning ◽  
Culturally Sustaining Pedagogy ◽  
Cross Pollination ◽  
Interdisciplinary Dialogue ◽  
Design For Learning ◽  
Inclusive Pedagogy ◽  
Education Agenda ◽  
Language And Ethnicity

In this article, Federico R. Waitoller and Kathleen A. King Thorius extend recent discussions on culturally sustaining pedagogy (CSP) in order to explicitly account for student dis/ability. The authors engage in this work as part of an inclusive education agenda. Toward this aim, they discuss how CSP and universal design for learning will benefit from cross-pollination and then conclude by suggesting interdisciplinary dialogue as a means to building emancipatory pedagogies that attend to intersecting markers of difference (e.g., dis/ability, class, gender, race, language, and ethnicity).

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.

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