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.

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 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.

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.

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.”

scholarly journals Inclusion, universal design and universal design for learning in higher education: South Africa and the United States

2019 ◽  
Vol 8 ◽  
Author(s):  
Elizabeth M. Dalton ◽  
Marcia Lyner-Cleophas ◽  
Britt T. Ferguson ◽  
Judith McKenzie
Keyword(s):  
Higher Education ◽  
South African ◽  
Universal Design ◽  
Universal Design For Learning ◽  
The United States ◽  
Full Inclusion ◽  
International Policies ◽  
Institutions Of Higher Learning ◽  
Inclusive Learning ◽  
Design For Learning

Around the world, institutions of higher education are recognising their responsibilities to achieve the full inclusion of individuals with differing needs and/or disabilities. The frameworks of universal design (UD) and universal design for learning (UDL) offer unique ways to build inclusiveness in our systems. The role of UD and UDL to strengthen successful inclusion of persons with differing needs in higher education programmes is presented from literature, inclusive of national and international policies and resources. Examples from South African and US institutions of higher learning are shared. Discussions of online accessibility, environmental issues, professional development, barriers to inclusion and recommendations for future development in an international context provide a vision for developing inclusive learning environments in higher education.

Improve the Flipped Classroom with Universal Design for Learning

2017 ◽  
pp. 449-471
Author(s):  
Thomas J. Tobin ◽  
Barbi Honeycutt
Keyword(s):  
Higher Education ◽  
Flipped Classroom ◽  
Universal Design ◽  
Universal Design For Learning ◽  
Faculty Members ◽  
Design For Learning ◽  
Perceived Workload ◽  
Classroom Flip

The flipped-classroom approach has been adopted widely across higher education. Some faculty members have moved away from it because of the perceived workload required in order to implement a full course “flip.” Faculty members can adopt the three principles of Universal Design for Learning (UDL) in order to reduce their own workload and make their flipped-classroom content and interactions more engaging, meaningful, and accessible for students. Adopting both the classroom flip and UDL provides benefits to learners and instructors that go beyond adopting either separately.

The Role of Course Management Systems (CMS) in Addressing Universal Design for Learning (UDL) in College Classrooms

2018 ◽  
pp. 60-78
Author(s):  
Laura R. Ficarra ◽  
Deborah A. Chapin
Keyword(s):  
Higher Education ◽  
Best Practice ◽  
Universal Design ◽  
Online Courses ◽  
Universal Design For Learning ◽  
Course Management ◽  
Extensive Experience ◽  
College Classrooms ◽  
Experience Teaching ◽  
Design For Learning

The purpose of this chapter is to explore the use of a course management system (CMS) platform, Blackboard, which offers a framework for electronic resources accessed via technology (i.e., discussion boards, online tutorials, simulations, etc.), and will speak to how using CMS in this fashion allows teachers in higher education to address universal design for learning (UDL) in a way that is responsive to various learner profiles. This chapter offers an investigation of the implications of using CMS as a flexible method to employ UDL via blended learning and its influence on students in institutions of higher education (IHE). The authors provide strategies that emphasize best practice based on research in conjunction with their combined varied and extensive experience teaching face-to-face, blended, and asynchronous online courses in IHL.

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