scholarly journals Language Accessibility in the Classroom: How UDL Can Promote Success for Linguistically Diverse Learners

2015 ◽  
Vol 25 (3) ◽  
Author(s):  
Patricia Rice Doran
Keyword(s):  
Universal Design ◽  
Universal Design For Learning ◽  
Effective Instruction ◽  
Linguistically Diverse ◽  
Diverse Learners ◽  
Culturally And Linguistically Diverse ◽  
Design For Learning ◽  
Language Accessibility ◽  
Linguistically Diverse Learners ◽  
Structure Research

This article provides an overview of the Universal Design for Learning (UDL) framework, which is based on brain-structure research and which incorporates multiple means of instruction, action and expression, and engagement. The article describes the relevance of this framework to linguistically diverse and culturally and linguistically diverse (CLD) learners, and it provides a set of scenario-based examples of how UDL might help educators to implement effective instruction for a CLD learner in an inclusive setting. The paper makes additional suggestions for building on UDL principles to design linguistically accessible instruction for CLD learners.

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.

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.

Improving Learning and Behavioral Outcomes for Culturally and Linguistically Diverse Learners: An Overview

2013 ◽  
Vol 9 (1) ◽  
Author(s):  
Lyndal M. Bullock ◽  
Robert A. Gable
Keyword(s):  
Behavioral Outcomes ◽  
Linguistically Diverse ◽  
Diverse Learners ◽  
Culturally And Linguistically Diverse ◽  
Demographic Changes ◽  
Special Issue ◽  
Ways Of Thinking ◽  
Linguistically Diverse Learners

AbstractThere have been visible demographic changes in our classrooms, schools, communities, and nation. These changes have called for new ways of thinking and doing. It is no more new to see culturally and linguistically diverse (CLD) learners in our schools. The question then becomes, How do we improve their learning and behavioral outcomes? This article introduces the Special Issue of

Facing the Challenges of Today and the Future: Ensuring Successful Outcomes for Students from Culturally and Linguistically Diverse Backgrounds

2013 ◽  
Vol 9 (1) ◽  
Author(s):  
Lyndal M. Bullock ◽  
Robert A. Gable ◽  
Kelly Carrero ◽  
Calli Lewis ◽  
Emerald Collins ◽  
...  
Keyword(s):  
Educational Outcomes ◽  
Linguistically Diverse ◽  
Diverse Learners ◽  
Culturally And Linguistically Diverse ◽  
Evidence Based ◽  
Evidence Based Practices ◽  
Cultural Heterogeneity ◽  
Diverse Backgrounds ◽  
American Schools ◽  
Linguistically Diverse Learners

AbstractAmerican schools are witnessing the increasing cultural heterogeneity of our nation’s population. Educators are faced with the challenge of ensuring positive educational outcomes for all students, despite the lack of empirical understanding of how to effectively educate culturally and linguistically diverse learners. The purpose of this paper is to provide educators with examples of evidence-based practices specific to diverse learners. In addition, recommendations of resources for accessing the most current research and practices are provided

Creating Taxonomies to Improve School–Home Connections With Families of Culturally and Linguistically Diverse Learners

2010 ◽  
Vol 43 (6) ◽  
pp. 651-670 ◽  
Author(s):  
Caroline Teresa Linse
Keyword(s):  
Parent Involvement ◽  
Culturally Diverse ◽  
Linguistically Diverse ◽  
Diverse Learners ◽  
Home Language ◽  
Culturally And Linguistically Diverse ◽  
School Practices ◽  
School Based ◽  
Culturally Diverse Learners ◽  
Linguistically Diverse Learners

Families of culturally and linguistically diverse pupils often do not participate fully in their children’s school-based education. The purpose of this article is to introduce taxonomies as a means to examine and improve school practices and levels of responsiveness to families whose home language is not English, so that families feel more comfortable connecting with their child’s school community. Taxonomies can provide a vital framework, and tool that schools can use to evaluate and improve the school–home contacts that take place. The taxonomies introduced in this article are based on a compilation of a variety of theoretical premises concerning parent involvement and the education of linguistically and culturally diverse learners.

scholarly journals Postsecondary physics curricula and Universal Design for Learning: Planning for diverse learners

2018 ◽  
Vol 14 (2) ◽  
Author(s):  
Erin Scanlon ◽  
Jillian Schreffler ◽  
Westley James ◽  
Eleazar Vasquez ◽  
Jacquelyn J. Chini
Keyword(s):  
Universal Design ◽  
Universal Design For Learning ◽  
Diverse Learners ◽  
Design For Learning
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