Relevant bibliographies by topics / Universal design learning

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Universal design learning'

Author: Grafiati
Published: 4 June 2021
Last updated: 16 February 2022

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Journal articles on the topic "Universal design learning"

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Hitchcock, Chuck, and Skip Stahl. "Assistive Technology, Universal Design, Universal Design for Learning: Improved Learning Opportunities." Journal of Special Education Technology 18, no. 4 (September 2003): 45–52. http://dx.doi.org/10.1177/016264340301800404.

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This article addresses the benefits that are likely to derive from shifting focus to developing and implementing a universally designed curriculum. It considers the goals for learning, the learning materials, the instructional methods, and the learning assessments. Benefits are expressed in terms of improved access, participation, and progress in the general education curriculum. Some of the forces that support Universal Design for Learning (UDL) and possible barriers are addressed, as well as appropriate uses of technology within educational learning environments. Assistive Technology (AT), Universal Design (UD) and UDL are briefly defined and pointers to additional resources are included.
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Rose, David. "Universal Design for Learning." Journal of Special Education Technology 15, no. 1 (December 1999): 67–70. http://dx.doi.org/10.1177/016264340001500108.

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Rose, David. "Universal Design for Learning." Journal of Special Education Technology 15, no. 2 (March 2000): 56–60. http://dx.doi.org/10.1177/016264340001500208.

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Rose, David. "Universal Design for Learning." Journal of Special Education Technology 15, no. 3 (June 2000): 45–49. http://dx.doi.org/10.1177/016264340001500307.

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Rose, David. "Universal Design for Learning." Journal of Special Education Technology 15, no. 4 (September 2000): 47–51. http://dx.doi.org/10.1177/016264340001500407.

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Rose, David. "Universal Design for Learning." Journal of Special Education Technology 16, no. 2 (March 2001): 66–67. http://dx.doi.org/10.1177/016264340101600208.

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Rose, David. "Universal Design for Learning." Journal of Special Education Technology 16, no. 3 (June 2001): 57–58. http://dx.doi.org/10.1177/016264340101600308.

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Rose, David. "Universal Design for Learning." Journal of Special Education Technology 16, no. 4 (September 2001): 64–67. http://dx.doi.org/10.1177/016264340101600411.

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Rose, David. "Universal Design for Learning." Journal of Special Education Technology 17, no. 2 (March 2002): 57–59. http://dx.doi.org/10.1177/016264340201700208.

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Stahl, Skip. "Universal Design for Learning." Journal of Special Education Technology 18, no. 2 (March 2003): 65–67. http://dx.doi.org/10.1177/016264340301800208.

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Dissertations / Theses on the topic "Universal design learning"

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Jordan, Anstead Mary Elizabeth. "Teachers Perceptions of Barriers to Universal Design for Learning." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/1899.

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Universal Design for Learning (UDL) has been identified as a contemporary instructional model for promoting inclusion and equitable opportunities for diverse and struggling learners. However, research regarding teachers' perceptions of UDL and its effective implementation is limited, making planning, implementing, and providing professional development difficult for administrators. Guided by the constructivist views of Vygotsky and Piaget, this qualitative case study was designed to understand teachers' knowledge and perceptions of how UDL can be used to promote equitable inclusive instruction, implementation barriers, educational applications for UDL, and perceived needs to implement UDL. Participants were teachers who had implemented UDL from a public charter school serving only students in Grades 3-11 with low incidence disabilities; 20 participated in an online survey, 7 participated in an individual interview, and 3 participated in a group interview. Data were coded and analyzed for common themes. Participants expressed resistance to change, negative impressions of UDL, and disability bias. Recommendations for administrators included strategies for implementation of UDL, periodic collection of teachers' perceptions of UDL for formative purposes, modeling UDL for teachers, monitoring teachers' lesson plans, and classroom observations. This study contributes to social change by identifying teachers' perceptions of their own knowledge, needs, and barriers to implementation of UDL in order assist administrators in effectively preparing them for delivery of instructional services to enhance learning for all diverse and struggling students.
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Elder, Hinshaw Rebecca. "Universal Design for Learning procedures in special education teacher education." [Bloomington, Ind.] : Indiana University, 2008. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:3319893.

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Thesis (Ph.D.)--Indiana University, School of Education, 2008.
Title from home page (viewed on May 11, 2009). Source: Dissertation Abstracts International, Volume: 69-08, Section: A, page: 3106. Adviser: Gretchen Butera.
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Winter, Georgeann A. "Examining Teachers' Lesson Plans Following Universal Design for Learning Training." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/2775.

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With a growing population of culturally and academically diverse student populations in K -12 education, Universal Design for Learning (UDL) has the potential to improve the quality of teaching and learning for all students. However, there is a lack of research on UDL teacher in-service training to determine whether teachers are more effective at implementing UDL once they receive adequate training. The purpose of this quantitative study was to examine changes in teachers' lesson plans following UDL professional training. Seventeen teachers from 5 school districts in the state of Mississippi participated in the study. Teachers' lesson plans were evaluated at 3 time points using a valid UDL lesson plan rubric from a previous study. Data were collected before the intervention, immediately after the intervention, and 2 months after the intervention was administered. A within-subjects MANOVA with repeated measurement was conducted comparing pretreatment and post-treatment scores for each of the 4 dependent variables (total score and representation, expression, and engagement scores) to examine the changes in lesson planning following UDL professional training. The results showed a significant difference in teachers' lesson plans between conditions for each of the 4 dependent variables. The social change objective for this study was to improve the quality of teaching and learning in mixed-ability classrooms.
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Vitelli, Edward M. "Universal Design for Learning and Pre-Service General Education Teacher Preparation." Thesis, The George Washington University, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=3592441.

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Students diagnosed with disabilities are increasingly educated in inclusive settings. Despite this shift, general education teachers typically do not receive adequate preparation for working with these populations. Such deficiencies in preparation have lasting negative consequences for students with disabilities, particularly with regard to education and employment outcomes.

Universal Design for Learning (UDL) is an approach to curriculum development and instruction that is targeted toward providing all students, regardless of any distinguishing characteristic, with an opportunity to learn. As such, UDL appears particularly well suited for inclusive settings. An emerging body of research suggests that UDL-based instruction fosters improved learning outcomes for students with and without disabilities. Recent federal education policies, particularly the Higher Education Opportunity Act of 2008, have encouraged general education teacher preparation programs to provide instruction on UDL.

The purpose of this study is to examine the extent to which faculty members of college and university-based teacher preparation programs perceive that the instruction of UDL has been incorporated into their general education teacher preparation courses. Areas of the framework that are typically taught by faculty members, as well as barriers to the incorporation of the framework, are also examined. An online survey was administered to general education faculty of programs that were recipients of Teacher Quality Partnership Grants for Pre-Baccalaureate Preparation of Teachers (TQP grants). These grants are awarded to programs that are expected to prepare educators to understand teaching research and practices that are consistent with the UDL framework.

The data collected indicate that UDL is being taught in a wider range of programs and states than previously documented. However, the depth of this penetration appears limited; the survey results suggest that awareness and instruction of the framework were modest for programs with TQP grants. Among faculty who do teach UDL, nearly all address all three UDL principles. At least two-thirds provide instruction on seven of the nine associated guidelines. Several barriers to instruction were identified, including a lack of awareness and—among those aware of it—insufficient knowledge of the framework. Recommendations for future research are also discussed.

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Aronin, Sara. "Integrating Universal Design for Learning Through Content Video with Preservice Teachers." Doctoral diss., University of Central Florida, 2009. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/3303.

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Given current legislation to ensure education for students with disabilities and that institutions of higher education are required to use universal design for learning (UDL) principles, the purpose of this study was to explore the impact of video modeling on preservice teachers' knowledge, understanding and application of the three principles of UDL. Preservice teachers were randomly assigned to control or experimental groups to determine if video embedded with UDL principles impacted their thinking. Specifically, pre and posttest information of knowledge and understanding as well as self-perceived ability to teach students with disabilities using UDL was analyzed. In addition preservice teacher created lesson plans were analyzed for application of UDL principles after viewing the video intervention. Quantitative analyses were conducted to compare pre and posttest scores of the control group (n = 41) and experimental group (n =45). The quantitative analyses of knowledge, understanding
Ph.D.
Department of Child, Family and Community Sciences
Education
Education PhD
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Greene, Sunny. "Community College Basic Skills Math Instructors" Experiences With Universal Design for Learning." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/2353.

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Multiple approaches have been used in U.S. community colleges to address the learning needs of postsecondary students who are underprepared in basic skills math. The purpose of this exploratory interview study was to gain a deeper understanding of community college basic skills math learning through instructors' lived experiences using the Universal Design for Learning (UDL) approach and its technology tool, a computerized pen. The conceptual framework for this study used Knowles's adult learning and Kolb's experiential learning theories with UDL principles. The central research questions investigated the professional development and teaching experiences of community college basic skills math instructors in their basic skills math curriculum in the California Community College system using a Smartpen. Interviews were conducted with 4 instructors, 2 of whom also participated in the 2011-2012 community college pilot project of the approach. The analysis consisted of coding and theme development in relation to the experiential learning process and the instructors' andragogy practices. This study identified 4 themes for use in understanding the instructors' experiences teaching with a Smartpen: instructor preparation, technology use and savvy, student needs, and instructor flexibility/adaptability. The study findings are of interest to community college basic math skills instructors, who can use these findings to inform their teaching preparation and teaching approaches, improving pedagogy and helping their students successfully complete their math courses.
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Galilee-Belfer, Mika. "Ambiguity and Alignment in Academic Policies: Course Substitutions, Learning Disabilities, and Universal Design." Diss., The University of Arizona, 2012. http://hdl.handle.net/10150/228192.

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While research on barriers to full participation for those with learning and other disabilities has focused largely on structural and institutional obstacles to work and education (Swain, French, & Cameron, 2005; Jones, 1996; Watson, 2002), the recognition of disability as a social justice issue is gaining currency (Kraus, 2008). Expensive, bureaucratic, and protracted procedures for reasonable accommodations for students with disabilities in colleges and universities may serve as institutional obstacles that can challenge notions of social justice. This study examined academic policy implementation surrounding foreign language substitution procedures and practices in five institutions of higher education. Nineteen academic administrators were interviewed to examine how and when policies are implemented, and how those responsible for decision-making around student requests for foreign language substitutions as a reasonable accommodation approach their decision-making. Additionally, content analysis of institutional material listed on websites and in documents available to students was conducted to understand in what model(s) of disability substitution requests are rooted. Finally, four students from one of the five institutions were interviewed to contextualize the findings from the institutional administrator interviews and content analysis. The framework of Strategic Ambiguity is utilized to examine how ambiguity in policy creation and implementation can negatively impact the experiences of some students with disabilities in higher education, even as it benefits administrators who can capitalize on ambiguity to align their policy decisions with individual interpretations of fairness. The framework of Universal Design is utilized to examine how diverse perspectives on the comparative importance of language and cultural study may legitimize the expansion of curricular options for all students.
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Pawling, Kimberly. "INTEGRATING UNIVERSAL DESIGN FOR LEARNING CONCEPTS INTO SECONDARY GENERAL EDUCATION INSTRUCTIONAL METHODS COURSES." Doctoral diss., University of Central Florida, 2010. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/3302.

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Because many general education teachers feel unprepared to provide students with disabilities with appropriate instruction, changes to teacher education programs are needed (Burdette, 2007; Smith et al., 2010). Teacher education programs need to integrate content regarding instructional methods for teaching and accommodating students with disabilities in secondary, general education classrooms (Burdette, 2007; Smith et al., 2010). The results of the research should provide insight (1) to determine if integrating instruction on UDL into preservice SGE students' instructional methods courses will increase students' knowledge of UDL and (2) to determine if integrating instruction on Universal Design for Learning (UDL) will affect how secondary social studies (SS) students design lesson plans, particularly, content delivery and student assessment, in regards to the three principles of UDL. The research design was a quantitative, quasi-experimental design. The participants in the research study were students enrolled in four content specific SGE instructional methods courses: Social Studies (SS), Language Arts (LA), Mathematics (M) and Science (S). Research question one s data were analyzed both within content area, Wilcxon test for matched pairs, and between content areas, Mann-Whitney U test for independent samples. The results from research question one indicated a significant difference (p < .05). between pre and post UDL Knowledge test scores within the SGE SS participants. Within the other three SGE content areas, M, LA, and S, subjects UDL Knowledge pre to posttest scores did not significantly change. When each content area s difference score for the UDL knowledge pre and posttest were calculated and compared between content areas, only the SS and S pairing demonstrated a statistically significant difference score (p < .05). Data from research question two indicated no statistically significant difference (p > .05) between pre and post intervention UDL lesson plan rubric scores. The study provides impetus for future research regarding effective delivery of UDL content in teacher preparation programs. The study also provides suggestions for future researchers who may be interested in designing a similar research study. Finally, the study provides teacher education leadership with questions regarding how the three principles of UDL planning, instruction, and assessment align with the current teacher and student educational evaluation practice of standardized assessments.
Ph.D.
Department of Child, Family and Community Sciences
Education
Education EdD
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Finnegan, Lisa. "Examining the Effect of the Universal Design for Learning Expression Principle on Students with learning Disabilities in Science." Doctoral diss., University of Central Florida, 2013. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/5736.

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The significance of students being able to express and demonstrate their knowledge and understanding in all content areas has always been important especially in the sciences. Students under the Next Generation Science Standards will be required to participate in science discourse through a variety of approaches. This study examined student engagement and student demonstration of content knowledge in inclusive science classrooms through a quasi-experimental research design which included four case study participants with a learning disability. The researcher also evaluated student content knowledge through the implementation of Universal Design for Learning-Expression (UDL-E) through a non-replicated control group design. Data were collected through a variety of sources including: researcher observations, review of student academic records, interviews, surveys, UDL-E products, and pre-test and posttest scores. Researcher observations spanned over a 10 week period and were coded and analyzed quantitatively. Findings from a Repeated ANOVA demonstrated no statistical significance, however based on interviews with students; findings show that the students did enjoy exploring the opportunity to express their knowledge using the Expression principle of Universal Design for Learning. Student time-on-task did remain equally as high during UDL-E and students' inattentive behaviors decreased.
Ph.D.
Doctorate
Dean's Office, Education
Education and Human Performance
Education; Exceptional Education
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Flach, Tami Wootton. "Application of differentiation and universal design for learning in the second grade science curriculum." [Denver, Colo.] : Regis University, 2006. http://165.236.235.140/lib/tflach2007.pdf.

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Books on the topic "Universal design learning"

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A research reader in universal design for learning. Cambridge, Mass: Harvard Education Press, 2012.

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Galkiene, Alvyra, and Ona Monkeviciene, eds. Improving Inclusive Education through Universal Design for Learning. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-80658-3.

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Rose, David H., Tracey E. Hall, and Meyer Anne. Universal design for learning in the classroom: Practical applications. New York: Guilford Press, 2012.

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Universal design for learning in the classroom: Practical applications. New York: Guilford Press, 2012.

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J, Metcalf Deborah, ed. Teaching in today's inclusive classrooms: A universal design for learning approach. Belmont, CA: Wadsworth Cengage Learning, 2009.

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Gargiulo, Richard M. Teaching in today's inclusive classrooms: A universal design for learning approach. Belmont, CA: Wadsworth Cengage Learning, 2009.

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Universal design for learning: A guide for teachers and education professionals. Upper Saddle River, N.J: Pearson/Merrill Prentice Hall, 2005.

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J, Metcalf Deborah, ed. Teaching in today's inclusive classrooms: A universal design for learning approach. 2nd ed. Belmont, CA: Wadsworth Cengage Learning, 2013.

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Metcalf, Deborah J. Succeeding in the inclusive classroom: K-12 lesson plans using universal design for learning. Los Angeles: SAGE, 2011.

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Children, Council for Exceptional. Universal Design for Learning (CEC). Prentice Hall, 2005.

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Book chapters on the topic "Universal design learning"

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Ashton, Tamarah M. "Unique Universal Design for Learning." In What Really Works in Secondary Education, 170–82. 2455 Teller Road, Thousand Oaks California 91320: Corwin | A SAGE Company, 2015. http://dx.doi.org/10.4135/9781071800782.n12.

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Hickey, Evelyn. "Designing Learning Through Universal Design for Learning." In Teacher as Designer, 41–52. Singapore: Springer Singapore, 2021. http://dx.doi.org/10.1007/978-981-15-9789-3_4.

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Seok, Soonhwa, Boaventura DaCosta, and Linda S. Heitzman-Powell. "Universal Design in Postsecondary Education: A Systematic Review." In Learning, Design, and Technology, 1–24. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-319-17727-4_163-1.

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Mitchell, David, and Dean Sutherland. "Strategy 29: Universal design for learning." In What Really Works in Special and Inclusive Education, 411–20. Third edition. | Abingdon, Oxon ; New York : Routledge, 2020.: Routledge, 2020. http://dx.doi.org/10.4324/9780429401923-41.

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Brabazon, Tara. "Universal Design: Designing for Life (and Learning)." In Enabling University, 97–109. Cham: Springer International Publishing, 2015. http://dx.doi.org/10.1007/978-3-319-12802-3_10.

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Lisenbee, Peggy S., Jodi Pilgrim, and Sheri Vasinda. "Universal Design for Learning within a Multiliteracies Perspective." In Integrating Technology in Literacy Instruction, 29–44. New York : Routledge, 2020.: Routledge, 2020. http://dx.doi.org/10.4324/9780429340154-4.

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Granić, Andrina, and Maja Ćukušić. "Universal Design Within the Context of e-Learning." In Lecture Notes in Computer Science, 617–26. Berlin, Heidelberg: Springer Berlin Heidelberg, 2007. http://dx.doi.org/10.1007/978-3-540-73283-9_68.

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de Macedo, Cláudia Mara Scudelari, and Vania Ribas Ulbricht. "Universal Design and Accessibility Standards in Online Learning Objects." In Universal Access in Human-Computer Interaction. Applications and Services for Quality of Life, 179–86. Berlin, Heidelberg: Springer Berlin Heidelberg, 2013. http://dx.doi.org/10.1007/978-3-642-39194-1_21.

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Courtad, Carrie Anna. "Making Your Classroom Smart: Universal Design for Learning and Technology." In Smart Education and e-Learning 2019, 501–10. Singapore: Springer Singapore, 2019. http://dx.doi.org/10.1007/978-981-13-8260-4_44.

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Buratti, Giorgio, Fiammetta Costa, and Michela Rossi. "An Educational Path on Universal Design. Video Games as Learning Tools." In Springer Series in Design and Innovation, 21–34. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-65060-5_2.

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Conference papers on the topic "Universal design learning"

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Staudt, Carolyn, Andrew Zucker, Ed Hazzard, Cynthia McIntyre, and Sam Fentress. "Universal design for learning in science." In the 7th international conference. New York, New York, USA: ACM Press, 2008. http://dx.doi.org/10.1145/1463689.1463752.

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Gamboa, Adriana Xiomara Reyes, Jovani Jimenez Builes, and Harry Puerta Monsalve. "Universal design for learning (UDL) applied to T-learning." In 2017 Computing Conference. IEEE, 2017. http://dx.doi.org/10.1109/sai.2017.8252236.

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Chang, Shu-Mei. "Study on Experiential Learning of Universal Design." In 2021 9th International Conference on Information and Education Technology (ICIET). IEEE, 2021. http://dx.doi.org/10.1109/iciet51873.2021.9419640.

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Emmers, Elke. "INCLUSIVE LEARNING ENVIRONMENTS IN HIGHER EDUCATION: UNIVERSAL DESIGN FOR LEARNING." In 13th annual International Conference of Education, Research and Innovation. IATED, 2020. http://dx.doi.org/10.21125/iceri.2020.0362.

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Deambrosi, Maria Viola, Regina Motz, and Maria Amelia Eliseo. "Why the Universal Design Learning needs an Ontology?" In 2020 15th Iberian Conference on Information Systems and Technologies (CISTI). IEEE, 2020. http://dx.doi.org/10.23919/cisti49556.2020.9141109.

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Ableser, Judith. "SUPPORTING DIVERSE LEARNING AND LIFE NEEDS THROUGH UNIVERSAL DESIGN FOR LEARNING." In International Conference on Education and New Learning Technologies. IATED, 2017. http://dx.doi.org/10.21125/edulearn.2017.0287.

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Takemata, Kazuya, Tsubasa Takeda, Misa Tanaka, and Akiyuki Minamide. "Development of Game Software Based on Color Universal Design." In 2016 IEEE 16th International Conference on Advanced Learning Technologies (ICALT). IEEE, 2016. http://dx.doi.org/10.1109/icalt.2016.43.

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Ribera, Mireia, and Eloi Puertas. "INCLUDING UNIVERSAL DESIGN IN A SUMMER CAMP WORKSHOP ON ROBOTICS." In International Conference on Education and New Learning Technologies. IATED, 2016. http://dx.doi.org/10.21125/edulearn.2016.0472.

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Israel, Maya, Gakyung Jeong, Meg Ray, and Todd Lash. "Teaching Elementary Computer Science through Universal Design for Learning." In SIGCSE '20: The 51st ACM Technical Symposium on Computer Science Education. New York, NY, USA: ACM, 2020. http://dx.doi.org/10.1145/3328778.3366823.

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Plutino, Antonina. "UNIVERSAL DESIGN FOR LEARNING IN AN INCLUSIVE GEOGRAPHY PROJECT." In 12th annual International Conference of Education, Research and Innovation. IATED, 2019. http://dx.doi.org/10.21125/iceri.2019.2745.

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Reports on the topic "Universal design learning"

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Frantseva, Anastasiya. The video lectures course "Elements of Mathematical Logic" for students enrolled in the Pedagogical education direction, profile Primary education. Frantseva Anastasiya Sergeevna, April 2021. http://dx.doi.org/10.12731/frantseva.0411.14042021.

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The video lectures course is intended for full-time and part-time students enrolled in "Pedagogical education" direction, profile "Primary education" or "Primary education - Additional education". The course consists of four lectures on the section "Elements of Mathematical Logic" of the discipline "Theoretical Foundations of the Elementary Course in Mathematics" on the profile "Primary Education". The main lecture materials source is a textbook on mathematics for students of higher pedagogical educational institutions Stoilova L.P. (M.: Academy, 2014.464 p.). The content of the considered mathematics section is adapted to the professional needs of future primary school teachers. It is accompanied by examples of practice exercises from elementary school mathematics textbooks. The course assumes students productive learning activities, which they should carry out during the viewing. The logic’s studying contributes to the formation of the specified profile students of such professional skills as "the ability to carry out pedagogical activities for the implementation of primary general education programs", "the ability to develop methodological support for programs of primary general education." In addition, this section contributes to the formation of such universal and general professional skills as "the ability to perform searching, critical analysis and synthesis of information, to apply a systematic approach to solving the assigned tasks", "the ability to participate in the development of basic and additional educational programs, to design their individual components". The video lectures course was recorded at Irkutsk State University.
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Muralidharan, Karthik, and Abhijeet Singh. Improving Public Sector Management at Scale? Experimental Evidence on School Governance in India. Research on Improving Systems of Education (RISE), November 2020. http://dx.doi.org/10.35489/bsg-rise-wp_2020/056.

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We present results from a large-scale experimental evaluation of an ambitious attempt to improve management quality in Indian schools (implemented in 1,774 randomly-selected schools). The intervention featured several global “best practices” including comprehensive assessments, detailed school ratings, and customized school improvement plans. It did not, however, change accountability or incentives. We find that the assessments were near-universally completed, and that the ratings were informative, but the intervention had no impact on either school functioning or student outcomes. Yet, the program was perceived to be successful and scaled up to cover over 600,000 schools nationally. We find using a matched-pair design that the scaled-up program continued to be ineffective at improving student learning in the state we study. We also conduct detailed qualitative interviews with frontline officials and find that the main impact of the program on the ground was to increase required reporting and paperwork. Our results illustrate how ostensibly well-designed programs, that appear effective based on administrative measures of compliance, may be ineffective in practice.
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