scholarly journals Universal Design for Learning (UDL) in the Academic Library: A Methodology for Mapping Multiple Means of Representation in Library Tutorials

2015 ◽  
Vol 76 (4) ◽  
pp. 537-553 ◽  
Author(s):  
Katy Kavanagh Webb ◽  
Jeanne Hoover
Keyword(s):  
Learning Styles ◽  
Universal Design ◽  
Universal Design For Learning ◽  
Academic Library ◽  
Mapping Technique ◽  
Students With Learning Disabilities ◽  
Literacy Standards ◽  
Design For Learning ◽  
Learning Principles ◽  
Text Images

Librarians designed a biology tutorial not only to address an assignment, but also to make tutorials more accessible to students with various learning styles. The Science Librarian created the content by using aspects of the Information Literacy Standards for Science and Technology/Engineering, an informal survey of biology faculty, and assignments for the biology labs. The Instructional Design Librarian created multiple modules that engaged users through text, images, audio, and interactive tutorials. The researchers used Universal Design for Learning principles to address multiple learning styles, specifically multiple means of representation, and created a mapping technique for those principles that can be applied to any library tutorial. To assess the effectiveness, students with learning disabilities completed a usability test on the tutorial.

Systematically Applying UDL to Effective Practices for Students With Learning Disabilities

2018 ◽  
Vol 41 (3) ◽  
pp. 179-191 ◽  
Author(s):  
Sara Cothren Cook ◽  
Kavita Rao
Keyword(s):  
Learning Disabilities ◽  
Secondary Teachers ◽  
Grade Level ◽  
Universal Design ◽  
Universal Design For Learning ◽  
Effective Practices ◽  
Students With Learning Disabilities ◽  
Design For Learning ◽  
Students With Ld ◽  
Core Components

Based on the premise that instruction should be designed from the outset to reduce barriers, Universal Design for Learning (UDL) guidelines provide a set of flexible options and scaffolds to ensure access for all learners. Using the UDL framework, teachers and researchers can systematically adapt effective practices that have been established by methodologically sound research studies to have meaningful gains for students with learning disabilities (LD). Specifically, we suggest that teachers can select an effective practice and then use the UDL framework to individualize the practice (while maintaining core components). Furthermore, we propose that researchers may use this approach to (a) clearly define how UDL was applied to a practice and (b) systematically measure the effects of UDL when applied to practices that have been established as effective by methodologically sound research. Although teachers and researchers can apply UDL to effective practices for all students, in this article, we highlight how secondary teachers can design and adapt effective practices for students with LD, who need intensive interventions to improve skills (e.g., reading comprehension, decoding) and access to grade-level curriculum.

scholarly journals Universal Design for Learning Principles in a Hybrid Course

SAGE Open ◽  
2013 ◽  
Vol 3 (1) ◽  
pp. 215824401348078 ◽  
Author(s):  
Rebecca Elder Hinshaw ◽  
Suad Sakalli Gumus
Keyword(s):  
Universal Design ◽  
Universal Design For Learning ◽  
Hybrid Course ◽  
Design For Learning ◽  
Learning Principles

scholarly journals Reaching Students in Online Courses Using Alternative Formats

2017 ◽  
Vol 18 (2) ◽  
Author(s):  
Patricia Fidalgo ◽  
Joan Thormann
Keyword(s):  
Learning Styles ◽  
Universal Design ◽  
Online Courses ◽  
Universal Design For Learning ◽  
Graduate Level ◽  
Design For Learning ◽  
Student Questionnaire

<p class="3">This research was conducted to explore whether students enrolled in graduate level courses found some Universal Design for Learning (UDL) strategies useful and if they actually used them. The strategies we investigated were presenting course information in alternative formats including PowerPoints with voiceover, screencasts, and videos as an alternative to text resources. In addition, students were invited to submit assignments in alternative formats as well as text. To examine these strategies, we used a student questionnaire, analytics from Blackboard, and assignment formats students used. The results indicate that text was the preferred format for accessing course information and resources as well as assignment submission. However, a substantial number of students acknowledged the benefits of using alternative formats and a smaller percentage used them. We suggest that instructors take advantage of UDL strategies that were examined since a sufficient number of students used them and because learning styles differ. We can reach more students by using these strategies.</p>

Performing Without Sound: Using Sign Language to Teach Expressive Qualities of Music

2021 ◽  
pp. 104837132110344
Author(s):  
Emily Hatch
Keyword(s):  
Sign Language ◽  
Universal Design ◽  
Universal Design For Learning ◽  
Learning Opportunities ◽  
Design For Learning ◽  
Learning Principles ◽  
A Performance

Performing can be taught in more ways than just with singing and instruments; sign language is also a legitimate option for teaching students about the expressive qualities of music through performance. Using sign language as a performance option serves to promote differently abled musicians. It also is a way to use Universal Design for Learning principles to create learning opportunities in a variety of modalities for all students

scholarly journals College STAR for Librarians

2016 ◽  
Vol 74 (1) ◽  
Author(s):  
Clark Nall
Keyword(s):  
College Students ◽  
North Carolina ◽  
Learning Disabilities ◽  
Universal Design ◽  
Universal Design For Learning ◽  
Success Rates ◽  
Students With Learning Disabilities ◽  
Innovative Program ◽  
Design For Learning ◽  
The University

College STAR is an innovative program of the University of North Carolina system intended to improve success rates for college students with learning disabilities.  Librarians can learn from the example of College STAR and from its underlying theory, Universal Design for Learning.

scholarly journals Accessing Middle School Social Studies Content Through Universal Design for Learning

2019 ◽  
Vol 9 (1) ◽  
Author(s):  
Megan Mackey
Keyword(s):  
Middle School ◽  
Social Studies ◽  
Universal Design ◽  
Universal Design For Learning ◽  
Skill Development ◽  
Design For Learning ◽  
Access To Knowledge ◽  
Learning Principles

Universal design for learning is intended to provide opportunities for all students to be successful. An exploration of Mr. Morales’s middle school social studies classroom reveals the universal design for learning principles of multiple means of engagement, representation, and action and expression infused throughout every lesson. These strategies afford access to knowledge and skill development for all students.

Sign in / Sign up

Export Citation Format

Share Document