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.

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.

Using the SAMR and UDL Models to Differentiate Online Instruction

2020 ◽  
pp. 141-157
Author(s):  
Joanne Caniglia ◽  
Michelle Meadows
Keyword(s):  
Online Learning ◽  
Students With Disabilities ◽  
Learning Environments ◽  
Universal Design ◽  
Universal Design For Learning ◽  
Interactive Software ◽  
Review Of The Literature ◽  
Online Learning Environments ◽  
Inclusive Learning ◽  
Design For Learning

The purpose of this chapter is to discuss two frameworks that are useful for integrating and differentiating technology within online learning environments for students with disabilities: Universal Design for Learning (UDL) and the Substitution, Augmentation, Modification, Redefinition Model (SAMR). Following a review of the literature of each framework, the interactive software program, Desmos®, will be used to demonstrate how to integrate these two models. Finally, the authors make recommendations that will support all students to benefit from an online environment and engage in inclusive learning experiences.

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.

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.”

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.

Sign in / Sign up

Export Citation Format

Share Document