scholarly journals Evaluating Pedagogy and Practice of Universal Design for Learning in Public Schools

2017 ◽  
Vol 27 (1) ◽  
Author(s):  
Lora Lee Smith Canter ◽  
Laura H King ◽  
Jennifer B. Williams ◽  
Debbie Metcalf ◽  
Katheryne Rhys Myrick Potts
Keyword(s):  
Professional Development ◽  
Public Schools ◽  
21St Century ◽  
Best Practice ◽  
Universal Design ◽  
Universal Design For Learning ◽  
Development Program ◽  
Teachers Perceptions ◽  
Design For Learning ◽  
K 12

How can education change to meet the demands of effectively educating an increasingly diverse student population with the skills, knowledge, and abilities they need to be productive and successful citizens in the 21st century? One possible solution is to create classrooms, teachers, and schools that embrace the progressive and inclusive practices espoused by Universal Design for Learning (UDL). In addition to being rooted in UDL pedagogy, classrooms designed to meet the challenge of 21st century education need to substantially integrate and utilize advances in technology. The vanguard of literature to date in UDL could be characterized as rhetorical advocacy. That is, UDL literature is in the early stages of introducing and promoting UDL pedagogy, but to date there is not a research base strong enough to establish UDL as a scientifically validated intervention (Edyburn, 2010). UDL might sound like a good idea, but until the research base turns the corner from advocating to assessing and measuring UDL outcomes, the promise of this approach will not be realized. This article describes a study exploring effects and outcomes of a professional development program on the perceptions and practice of UDL principles in K–12 public school inclusive classrooms, and could be one step toward bridging the gap from a good idea to a solidified best practice. Specifically, this study investigated a professional development program’s effect on teachers’ perceptions, conceptualizations, and implementation of UDL principles and practice in their classrooms.

scholarly journals Filipino Science Teachers’ Evaluation on Webinars’ Alignments to Universal Design for Learning and Their Relation to Self-Efficacy amidst the Challenges of the COVID-19 Pandemic

2021 ◽  
Vol 7 (2) ◽  
pp. 421-451
Author(s):  
Mary Dane F. Leonardo ◽  
Jeongho Cha
Keyword(s):  
Professional Development ◽  
Teacher Perceptions ◽  
Science Teachers ◽  
Self Efficacy ◽  
Universal Design ◽  
Universal Design For Learning ◽  
The Philippines ◽  
Design For Learning ◽  
K 12 ◽  
The Impact

Abstract The COVID-19 pandemic has led teachers in the Philippines to rely on technology to provide and support continued education for K-12 students. However, it is not only technology, but also the interactive online learning environments crafted by teachers that impact student science learning. To support teachers to cope with pandemic teaching, the government provided professional development in the form of teacher-training webinars. This study evaluated the webinars using Universal Design for Learning (UDL) principles to understand the impact these professional development sessions had on science teachers’ self-efficacy for delivering science instruction during the pandemic. The study found that webinars including UDL design elements improved science teachers’ self-efficacy for teaching science and there were no significant differences in teacher perceptions relative to gender or teaching experience. Implications for the use of UDL to design long-term professional development offerings beyond the pandemic are discussed.

scholarly journals Integrating Universal Design for Learning in Schools: Implications for Teacher Training, Leadership and Professional Development

2020 ◽  
pp. 295-318
Author(s):  
Frederic Fovet ◽  
Keyword(s):  
Professional Development ◽  
Universal Design ◽  
Universal Design For Learning ◽  
Implementation Strategies ◽  
Scaling Up ◽  
Management Of Change ◽  
Deficit Model ◽  
School Communities ◽  
Design For Learning ◽  
K 12

Universal Design for Learning (UDL) has gained momentum in K-12 education over the last decade. It enables educators to go beyond deficit model approaches to inclusion, and offers sustainable practices for the inclusion of diverse learners through intentional design for instruction and assessment. Promotion of UDL has taken many forms, from provincial projects to school communities of practice. A challenge remains, however, when comes time to widen implementation efforts. There remain specific challenges with regards to the scaling up of implementation strategies across schools and school boards. The process of management of change towards wider UDL buy-in is complex and leads to a necessary questioning of current professional development practices for in-service teachers, and of pre-service teaching in its present format. This chapter will explore these contemporary issues, as well as the wider reflection around leadership that must accompany this process.

scholarly journals Universal Design for Learning in the University Classroom

2019 ◽  
Vol 4 (1) ◽  
pp. 38
Author(s):  
Patricia Kohler-Evans ◽  
Chayla D. Rutledge ◽  
Candice Dowd Barnes
Keyword(s):  
Higher Education ◽  
Professional Development ◽  
Universal Design ◽  
Universal Design For Learning ◽  
Traditional Lecture ◽  
Design For Learning ◽  
Design Paradigm ◽  
Learning Principles ◽  
K 12 ◽  
The University

Universal Design for Learning (UDL) is based on the architecture and industrial design paradigm, universal design. The UDL framework provides guidelines for teachers when they create, instruct, and assess the delivery of content. Based on three underlying principles: multiple means of representation, action and expression, and engagement, UDL targets the needs of every learner in the classroom. Although much has been written about UDL in the K-12 classroom, the principles apply equally to higher education. Most faculty are well versed in the delivery of content through a traditional lecture format, yet few consider applying UDL principles. It is not enough that an instructor provide knowledge. He or she must also ensure that critical content is accessible to all students entering the university classroom. Faculty members recognized for their excellence in teaching include teaching strategies that are aligned to UDL principles. These strategies include creation of positive learning environments, use of humor, active engagement vs passive engagement, and explicit structure. The primary purpose of the article is threefold: to discuss the importance of using a UDL approach in higher education, to help faculty begin using a UDL approach through professional development, and sharing strategies for students in the higher education classroom.  Recommendations are made for providing professional development to faculty to increase their use of universal design for learning principles with questions for consideration. Additional recommendations are made for teaching students through the UDL lens. By using a UDL framework, all students have access to curriculum in ways meaningful to each individual.

A New Understanding of our Confusion

2017 ◽  
pp. 582-604 ◽  
Author(s):  
Christopher Seals ◽  
Akesha Horton ◽  
Inese Berzina-Pitcher ◽  
Punya Mishra
Keyword(s):  
Professional Development ◽  
Public Schools ◽  
Growth And Development ◽  
Selection Process ◽  
Development Program ◽  
Chicago Public Schools ◽  
Holistic View ◽  
Stem Instruction ◽  
K 12 ◽  
The U.S

This chapter discusses the philosophies and practices that drive the MSUrbanSTEM Leadership & Teaching Fellowship Program. This multi-year project offers a professional development program to a selected cohort of K-12 STEM educators from Chicago Public Schools, one of the largest urban districts in the U.S. This chapter provides a holistic view of the program, shares the fellow selection process, and focuses on the strategically developed curriculum and the theoretical bases for the chosen pedagogy. This allows the authors to explore the psychological and philosophical principles, based on the idea of accepting confusion, and embracing failure in beliefs about pedagogy and STEM instruction, which are used to expand the skills and abilities of these selected urban school teachers. Finally, we provide some initial findings about the teachers' growth and development both in their efficacy and leadership abilities.

Establishing Considerations for Universal Design for Learning and Accessibility in Online Courses

2021 ◽  
pp. 474-495
Author(s):  
Aisha S. Haynes
Keyword(s):  
Professional Development ◽  
Quality Assurance ◽  
Universal Design ◽  
Online Courses ◽  
Universal Design For Learning ◽  
Instructional Designers ◽  
Design For Learning ◽  
University Support

Students with and without disabilities are enrolling in online courses. Universal design for learning (UDL) and accessibility strategies should be implemented proactively when designing and developing online courses. Quality assurance and accessibility standards, university support, professional development, and instructional designers are important for instructors to successfully design online courses and teach online. The purpose of this chapter is to provide educators with strategies for implementing UDL and accessibility in online courses.

Meeting the Needs of Exceptional Students

2012 ◽  
pp. 28-44 ◽  
Author(s):  
Timothy J. Frey ◽  
E. Ann Knackendoffel
Keyword(s):  
Teacher Education ◽  
Learning Environments ◽  
Universal Design ◽  
Universal Design For Learning ◽  
Teacher Education Programs ◽  
Exceptional Students ◽  
Education Programs ◽  
Design For Learning ◽  
K 12

Today’s K-12 classrooms are learning environments that present teachers with the challenge of meeting the diverse needs of learners. Utilizing technology and the principles of Universal Design for Learning (UDL) can help teachers to meet the exceptional needs of learners in a variety of areas. This chapter presents ideas and strategies to utilize technology to facilitate the implementation of UDL principles (using multiple means of representation, engagement, and expression in the design of instruction) in teacher education and K-12 classrooms. Each principle of UDL is described, and examples of technology that can support implementation of the principle are shared. The chapter concludes with considerations for teacher education programs including providing modeling of UDL instruction and designing instruction with UDL in mind.

scholarly journals Familiarity, Current Use, and Interest in Universal Design for Learning Among Online University Instructors

2019 ◽  
Vol 20 (5) ◽  
Author(s):  
Carl D Westine ◽  
Beth Oyarzun ◽  
Lynn Ahlgrim-Delzell ◽  
Amanda Casto ◽  
Cornelia Okraski ◽  
...  
Keyword(s):  
Professional Development ◽  
Universal Design ◽  
Course Design ◽  
Universal Design For Learning ◽  
Southeastern United States ◽  
Faculty Members ◽  
Online Faculty ◽  
University Instructors ◽  
Design For Learning ◽  
Survey Results

This study investigated online faculty familiarity, course design use, and professional development interest regarding universal design for learning (UDL) guidelines. The researchers surveyed all 2017 to 2018 online faculty at a large university in the southeastern United States. Findings included 71.6% of faculty reporting familiarity with at least one UDL guideline, with most respondents indicating familiarity with guidelines relating to perception, expression, and communication. Faculty reported the highest implementation of UDL guidelines was for those suggesting options for comprehension as well as expression and communication; the lowest implementation was for those suggesting options for physical action as well as language and support. Survey results also indicated high to moderate interest in learning more about all UDL guidelines, with emphasis on comprehension, persistence, and expression. This study suggests that faculty members desire UDL training and offers possibilities for planning and implementing such professional development in areas targeted to best meet the needs of online faculty.

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