Student-Centered Learning Through the Lens of Universal Design for Learning

2020 ◽  
pp. 235-253
Author(s):  
Jean Whitney ◽  
Bill Nave
Keyword(s):  
Universal Design ◽  
Universal Design For Learning ◽  
Student Centered ◽  
Student Centered Learning ◽  
Design For Learning

scholarly journals A System-Wide Approach to Universal Design for Learning Implementation

2018 ◽  
Vol 6 (1) ◽  
pp. 44-47
Author(s):  
Joni L Degner
Keyword(s):  
Learning Environments ◽  
Teaching And Learning ◽  
Universal Design ◽  
Universal Design For Learning ◽  
Learning Experiences ◽  
Value System ◽  
Student Centered ◽  
Design For Learning ◽  
High Standards ◽  
Every Student Succeeds Act

Universal Design for Learning (UDL), an instructional framework based in neuroscience, optimizes teaching and learning by supporting learners through three overarching principles: Multiple Means of Engagement, Multiple Means Representation, and Multiple Means of Action and Expression (?About universal?). These principles and the subsequent framework that grew out of the work of CAST co-founders and framework co-creators Dr. David Rose and Anne Meyers has become greater than the sum of its parts. Practitioners who have even dabbled in Universal Design for Learning have likely come to the understanding that UDL is a student-centered value system of flexibility, accessibility, and high standards for all students; indeed, the goal of Universal Design for Learning is to create learning environments where students grow to be experts in their own learning. The Every Student Succeeds Act (ESSA) defines and endorses Universal Design for Learning as the framework for designing learning experiences that support the success of all learners

scholarly journals Is My University Inclusive? Towards a Multi-Domain Instrument for Sustainable Environments in Higher Education

2021 ◽  
Author(s):  
Giulia Bencini ◽  
Alberto Arenghi ◽  
Ilaria Garofolo
Keyword(s):  
Universal Design ◽  
Universal Design For Learning ◽  
International Classification Of Functioning ◽  
Coding System ◽  
Student Centered ◽  
Academic Context ◽  
Italian Law ◽  
Design For Learning ◽  
Item Checklist ◽  
Health Organization

We present a pilot study on three Italian Universities using a multi-domain set of indicators for Inclusion. The indicators are expressed in the coding system of the International Classification of Functioning Disability and Health – ICF – (World Health Organization, 2001). We selected three medium-sized Italian Universities: Brescia, Trieste and Venice. We combined a student-centered Universal Design philosophy for the built environment and Universal Design for Learning for the instructional environment. We identified four ICF Environmental Chapters (E1, E3, E4 and E5) and made them specific to the Academic context. Within the four Environmental Chapters targeting the physical, instructional, cultural, communicative, social and recreational domains we developed a 35-item checklist to fill out. The indicators were qualitative, quantitative or a mixture of the two. The three Universities shared the same instruments. Our main finding is that, although accommodations for students with disabilities exist as mandated by Italian law, the prevailing implementation is an individual accommodation based approach, rather than a universal design approach for the benefit to the greatest extent of the student population.

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