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Journal articles on the topic 'Universal design learning'

Author: Grafiati

Published: 4 June 2021

Last updated: 16 February 2022

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1

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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2

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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11

Vitelli, Edward M. "Universal Design for Learning." Journal of Special Education Technology 30, no. 3 (September 2015): 166–78. http://dx.doi.org/10.1177/0162643415618931.

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Basham, James D., Sean J. Smith, and Allyson L. Satter. "Universal Design for Learning." Journal of Special Education Technology 31, no. 3 (August 19, 2016): 147–55. http://dx.doi.org/10.1177/0162643416660836.

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Kortering, Larry J., Terry W. McClannon, and Patricia M. Braziel. "Universal Design for Learning." Remedial and Special Education 29, no. 6 (April 7, 2008): 352–63. http://dx.doi.org/10.1177/0741932507314020.

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14

Bernacchio, Charles, and Michelle Mullen. "Universal design for learning." Psychiatric Rehabilitation Journal 31, no. 2 (2007): 167–69. http://dx.doi.org/10.2975/31.2.2007.167.169.

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Lee, Seo-Hee. "Infusing Universal Design for Learning into Inclusive Physical Education." Korean Journal of Sports Science 29, no. 5 (October 31, 2020): 777–89. http://dx.doi.org/10.35159/kjss.2020.10.29.5.777.

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Kennette, Lynne N., and Nathan Andrew Wilson. "Universal Design for Learning (UDL)." Journal of Effective Teaching in Higher Education 2, no. 1 (April 17, 2019): 1–26. http://dx.doi.org/10.36021/jethe.v2i1.17.

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Universal design for learning (UDL) ensures that content is accessible to the largest audience by removing learning impediments (CAST, 2011). However, few scholars have surveyed students about how much UDL they encounter in their courses or how important they perceive these course modifications to be, especially in a post-secondary context. To this end, students at a Canadian college were surveyed. In a follow-up survey, faculty were also asked to report on how they thought their students perceived and valued their UDL usage. UDL perceived usage and perceived usefulness data were compared across both students and faculty and there was much agreement across the samples. Disagreements are discussed.

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Lee, Hak-Jun, Nam-Jin Kim, and Yong-Wook Kim. "Philosophy of Universal Design and Educational Philosophy of Universial Design for Learning." Journal of special education : theory and practice 18, no. 2 (April 30, 2017): 25–40. http://dx.doi.org/10.19049/jsped.2017.18.2.02.

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18

Arduini, Giovanni. "Curriculum innovation with Universal Design for Learning." EDUCATION SCIENCES AND SOCIETY, no. 1 (June 2020): 90–103. http://dx.doi.org/10.3280/ess1-2020oa9460.

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Universal Design for Learning (UDL) is one of the approaches that most effectively emphasize the concept of individual uniqueness, at international level: each of us perceives the world in a different way, acquires and processes information in different ways, has multiple intelligences and skills. The trend of contemporary teaching places the focus on the characteristics and needs of the learner, so it is essential to recognize and value each member belonging to the class, including pupils with disabilities and learning difficulties. With the UDL it is possible to overcome the idea of modifying teaching activities at a later stage for those students who present difficulties, it starts from a design phase that already contemplates the differences between learners. Moreover, the relationship between the UDL, Information and Communication Technologies and disability highlights that ICT can facilitate daily teaching practice, renewing it and promoting significant learning that promotes the educational success of each learner. The conscious use of ICT is in fact one of the actions proposed by the UDL, in particular to achieve the flexibility sought in truly inclusive curricula.

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19

Lieberman, Lauren J. "The Need for Universal Design for Learning." Journal of Physical Education, Recreation & Dance 88, no. 3 (February 26, 2017): 5–7. http://dx.doi.org/10.1080/07303084.2016.1271257.

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20

Ralabate, Patti Kelly, Rachel Currie-Rubin, Alyssa Boucher, and Jennifer Bartecchi. "Collaborative Planning Using Universal Design for Learning." Perspectives on School-Based Issues 15, no. 1 (March 2014): 26–31. http://dx.doi.org/10.1044/sbi15.1.26.

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Speech language pathologists (SLPs) working in inclusive classrooms bring a different orientation toward developing student goals and delivering language instruction than do general education classroom teachers. It is critical for SLPs and classroom teachers to find cohesive ways of addressing students’ needs while also teaching to high-level state standards. This article discusses Universal Design for Learning, a framework derived from research on neurodiversity and the learning sciences, which accepts learner variability as a strength to be leveraged, not a challenge to be overcome. Further, this article explores the ways in which SLPs can use the Universal Design for Learning framework to leverage their knowledge of student learning needs and language development to work in complementary ways with classroom teachers, set appropriate goals for their students in conjunction with the classroom teacher, and allow both SLPs and classroom teachers to attend to the variability of all their students.

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McNamara, Scott. "Universal Design for Learning in Physical Education." Adapted Physical Activity Quarterly 37, no. 2 (April 1, 2020): 235–37. http://dx.doi.org/10.1123/apaq.2020-0016.

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22

King-Sears, Margaret. "Universal Design for Learning: Technology and Pedagogy." Learning Disability Quarterly 32, no. 4 (November 2009): 199–201. http://dx.doi.org/10.2307/27740372.

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23

Glass, Don, Anne Meyer, and David Rose. "Universal Design for Learning and the Arts." Harvard Educational Review 83, no. 1 (March 26, 2013): 98–119. http://dx.doi.org/10.17763/haer.83.1.33102p26478p54pw.

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In this article, Don Glass, Anne Meyer, and David H. Rose examine the intersection of arts education and Universal Design for Learning (UDL) to inform the design of better art, curricula, and UDL checkpoints. They build a case for the contribution of the arts to expert learning across the affective, recognition, and strategic neural networks and argue for making affective and reflective learning outcomes more explicit in the arts. Throughout this piece, the authors call for a vision of the arts playing an increasing role in providing engaging learning options in an integrated general curriculum.

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Dewi, Salamiah Sari, Hairul Anwar Dalimunthe, and Faadhil. "The Effectiveness of Universal Design for Learning." Journal of Social Science Studies 6, no. 1 (December 11, 2018): 112. http://dx.doi.org/10.5296/jsss.v6i1.14042.

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Each class has always consisted of students who have diverse characteristics and capabilities, and teachers have a responsibility to teach all the students in their class without exception. The teachers need a practical teaching approach to overcome such diversity. UDL is an approach designing in learning activities which are appropriate and effective for all students to use three underlying principles. This study aims to conduct a meta-analysis related to the useful application of UDL, in improving the quality of student learning based on twelve previous studies published in the journal. The results of the meta-analysis showed that the application of the principles of UDL could improve the quality of learners' learning process.

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Elias, Tanya. "Universal instructional design principles for mobile learning." International Review of Research in Open and Distributed Learning 12, no. 2 (February 28, 2011): 143. http://dx.doi.org/10.19173/irrodl.v12i2.965.

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The report extends a previous analysis of universal instructional design principles in distance education by applying them to the design of mobile learning. Eight principles with particular relevance for distance education are selected, and their recommendations are discussed in relation to the design of educational materials for a range of mobile devices. The problems and opportunities of mobile learning are discussed as is the need for educators to focus on content design issues rather than on searching for the next new technology.

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Rozeboom, Sue A. "From Universal Design for Learning to Universal Design for Communion with the Living God." Journal of Disability & Religion 25, no. 3 (March 12, 2021): 329–46. http://dx.doi.org/10.1080/23312521.2021.1895024.

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Robinson, Linda E., Robert D. Hannafin, and David R. Parker. "Online Bounded Learning Community Using Universal Design and Adult Learning." International Journal of Technology, Knowledge, and Society 4, no. 3 (2008): 145–58. http://dx.doi.org/10.18848/1832-3669/cgp/v04i03/55882.

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Choi, Jeong-Im, and Namsoo Shin. ""Digital Textbook Design Principles Adapting the Universal Design for Learning"." Journal of Educational Technology 25, no. 1 (March 30, 2009): 29–59. http://dx.doi.org/10.17232/kset.25.1.29.

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29

Rao, Kavita, and Grace Meo. "Using Universal Design for Learning to Design Standards-Based Lessons." SAGE Open 6, no. 4 (October 2016): 215824401668068. http://dx.doi.org/10.1177/2158244016680688.

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The Universal Design for Learning (UDL) framework can be used to proactively design lessons that address learner variability. Using UDL guidelines, teachers can integrate flexible options and supports that ensure that standards-based lessons are accessible to a range of learners in their classrooms. This article presents a process that teachers can use as they develop standards-based lesson plans. By “unwrapping” academic standards and applying UDL during the lesson planning process, teachers can identify clear goals aligned with an academic standard and develop flexible methods, assessments, and materials that address the needs and preferences of varied learners. General educators and special educators can use this process to develop inclusive lesson plans that address all learners, with and without disabilities.

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30

Lee, Hak-Jun, and Yong-Seong Kim. "Three philosophical questions of Universal Design for Learning." Journal of Special Education & Rehabilitation Science 56, no. 3 (September 30, 2017): 19–32. http://dx.doi.org/10.23944/jsers.2017.09.56.3.2.

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31

Hunt, Jessica H., and Janet B. Andreasen. "Making the Most of Universal Design for Learning." Mathematics Teaching in the Middle School 17, no. 3 (October 2011): 166–72. http://dx.doi.org/10.5951/mathteacmiddscho.17.3.0166.

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32

Kohler-Evans, Patricia, Chayla D. Rutledge, and Candice Dowd Barnes. "Universal Design for Learning in the University Classroom." International Research in Higher Education 4, no. 1 (February 13, 2019): 38. http://dx.doi.org/10.5430/irhe.v4n1p38.

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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.

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33

Lee, Hak-Jun, and Yong-Wook Kim. "Misunderstanding and Understanding of Universal Design for Learning." Journal of special education : theory and practice 21, no. 1 (March 30, 2020): 21–32. http://dx.doi.org/10.19049/jsped.2020.21.1.02.

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34

Zhong, Ying. "Universal Design for Learning (UDL) in Library Instruction." College & Undergraduate Libraries 19, no. 1 (January 2012): 33–45. http://dx.doi.org/10.1080/10691316.2012.652549.

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35

Zydney, Janet Mannheimer, and Ted S. Hasselbring. "Mini anchors: A universal design for learning approach." TechTrends 58, no. 6 (October 7, 2014): 21–28. http://dx.doi.org/10.1007/s11528-014-0799-5.

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36

Roski, Marvin, Malte Walkowiak, and Andreas Nehring. "Universal Design for Learning: The More, the Better?" Education Sciences 11, no. 4 (April 1, 2021): 164. http://dx.doi.org/10.3390/educsci11040164.

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An experimental study investigated the effects of applying principles of the Universal Design for Learning (UDL). Focusing on epistemic beliefs (EBs) in inclusive science classes, we compared four groups who worked with learning environments based more or less on UDL principles and filled out an original version of a widely used EBs questionnaire or an adapted version using the Universal Design for Assessment (UDA). Based on measurement invariance analyses, a multiple indicator, and multiple cause (MIMIC) approach as well as multi-group panel models, the results do not support an outperformance of the extensive UDL environment. Moreover, the UDA-based questionnaire appears to be more adequately suited for detecting learning gains in an inclusive setting. The results emphasize how important it is to carefully adopt and introduce the UDL principles for learning and to care about test accessibility when conducting quantitative research in inclusive settings.

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Delaney, Thomas A., and Maiko Hata. "Universal Design for Learning in Assessment: Supporting ELLs with Learning Disabilities." Latin American Journal of Content & Language Integrated Learning 13, no. 1 (August 28, 2020): 79–91. http://dx.doi.org/10.5294/laclil.2020.13.1.5.

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Studying English is challenging and, for many learners, undiagnosed learning disabilities can present a serious threat to their success. Recent studies indicate that up to 10% of the world population has a non-apparent disability, such as autism or dyslexia. At the same time, few English language learner (ELL) instructors in higher education have training in learning disabilities, and they are often unsure of how to support learners who seem to have extra challenges. This is especially true when it comes to assessment, as instructors often rely on traditional tools that could negatively affect the validity of the assessment outcomes. In this brief reflection, the authors share how instructors can apply the principles of Universal Design for Learning (UDL) to their assessment practices to support students with disabilities, regardless of diagnostic status. First, disabilities that affect language learning will be briefly discussed, followed by the explanation of how English to speakers of other languages (ESOL) assessments present specific challenges for students with disabilities. Then, the authors will provide an overview of UDL theory, which proposes that learners with disabilities are often best served by accommodations in representation, expression and engagement that can benefit the entire class. Most of the paper will focus on specific, practical strategies for implementing UDL within assessment in higher education. Such strategies include building executive function, implementing multi-channel assessment, and learning about students through an “evaluation loop.”

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38

Hays, Lauren, and Katelyn Handler. "Good Design is Universal: Using Universal Design Principles to Promote Self-Regulated Learning in Learning Management Systems When Teaching Information Literacy." Journal of Library & Information Services in Distance Learning 14, no. 2 (April 2, 2020): 127–40. http://dx.doi.org/10.1080/1533290x.2020.1828219.

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39

Degner, Joni L. "A System-Wide Approach to Universal Design for Learning Implementation." Educational Renaissance 6, no. 1 (May 2, 2018): 44–47. http://dx.doi.org/10.33499/edren.v6i1.111.

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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

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40

Dean, Tereza, Anita Lee-Post, and Holly Hapke. "Universal Design for Learning in Teaching Large Lecture Classes." Journal of Marketing Education 39, no. 1 (August 19, 2016): 5–16. http://dx.doi.org/10.1177/0273475316662104.

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To augment traditional lecture with instructional tools that provide options for content representation, learner engagement, and learning expression, we followed the Universal Design for Learning (UDL) principles to design and implement a learning environment for teaching and learning in large lecture classes. To this end, we incorporated four carefully selected instructional tools (PowerPoint, lecture notes, clickers, and MindTap) in the proposed UDL environment for an introductory marketing class of over 600 students. Self-reported and objective measures were collected to assess the effectiveness of the UDL environment by evaluating its impact on perceived learning, satisfaction with the instructional tools, and actual learning. Our study aims to provide educators with suggestions on how to meet the needs of a diverse group of students in large lecture classes without compromising the quality of teaching and learning.

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41

King-Sears, Margaret E. "Introduction to Special Series on Universal Design for Learning." Remedial and Special Education 41, no. 4 (March 5, 2020): 191–93. http://dx.doi.org/10.1177/0741932520908342.

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This special series of Remedial and Special Education features four articles about universal design for learning (UDL). One intervention study describes learning outcomes for middle school students with extensive support needs. These students receive schema-based instruction that is further developed, based on students’ characteristics, using the UDL guidelines. Another intervention study examines learning outcomes for high school students with and without learning disabilities. Students receive either UDL-based chemistry instruction or “business as usual” instruction, each group in co-taught settings (Study 1). The researchers then identify results for students with learning disabilities who receive the same UDL instruction in a self-contained setting (Study 2). In the third analysis, results from applying UDL Reporting Criteria to 20 UDL studies are reported. Focusing on practitioners and school-based personnel, the fourth study describes the application of the UDL Observation Measurement Tool in its beginning stages of development. The purpose of this UDL special issue is to consolidate information that can be used to promote and enhance how UDL is operationalized and measured by researchers, practitioners, and other stakeholders.

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42

Aiello, Paola, Diana Carmela Di Gennaro, Carmen Palumbo, Iolanda Zollo, and Maurizio Sibilio. "Inclusion and Universal Design for Learning in Italian Schools." International Journal of Digital Literacy and Digital Competence 5, no. 2 (April 2014): 59–68. http://dx.doi.org/10.4018/ijdldc.2014040105.

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The present theoretical-argumentative research is aimed to put in evidence the Italian perspective on the use of technologies for promoting inclusion in school contexts. In a society which uses technological innovations and multimediality in all the domains of everyday life, indeed, school is required to explore the potential and meaning of educational technologies. During the last years, in light of these new requirements, national and international educational policies have tried to take advantage of the opportunities offered by new technologies to create flexible educational pathways so as to ensure equal access to information and learning processes, by promoting the elimination of all barriers that deny students the right to education. In the perspective of inclusive education, technologies within the educational field can't only represent a compensatory tool to support students with disabilities or with learning difficulties, but they also definitely play a very important role in the reconfiguration of learning environments by creating the necessary conditions for the promotion of each student's differences and abilities.

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43

Gilbert, Emily N. "Designing Inclusive Physical Education with Universal Design for Learning." Journal of Physical Education, Recreation & Dance 90, no. 7 (September 2, 2019): 15–21. http://dx.doi.org/10.1080/07303084.2019.1637305.

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44

Schreiber, Jennifer. "Universal Design for Learning: A Student-Centered Curriculum Perspective." Curriculum and Teaching 32, no. 2 (November 1, 2017): 89–98. http://dx.doi.org/10.7459/ct/32.2.06.

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45

Rogers-Shaw, Carol, Davin J. Carr-Chellman, and Jinhee Choi. "Universal Design for Learning: Guidelines for Accessible Online Instruction." Adult Learning 29, no. 1 (October 17, 2017): 20–31. http://dx.doi.org/10.1177/1045159517735530.

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Universal Design for Learning (UDL) is a framework for the teaching–learning transaction that conceptualizes knowledge through learner-centered foci emphasizing accessibility, collaboration, and community. Given the importance of access to achieving social justice, UDL is a promising approach to meeting all learners’ needs more effectively. In this article, the history and philosophy of UDL are discussed and elaborated, followed by an explanation of how the principles of UDL were used to improve an existing online course offering for adult learners.

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Kieran, Laura, and Christine Anderson. "Connecting Universal Design for Learning With Culturally Responsive Teaching." Education and Urban Society 51, no. 9 (July 3, 2018): 1202–16. http://dx.doi.org/10.1177/0013124518785012.

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Urban students are increasingly diverse in race, culture, language, and background knowledge. Educators must consider how students’ differences affect learning and align pedagogies that address this diversity. Universal design for learning (UDL) has provided educators with a framework for differentiation to address learner differences. Using UDL principles without explicitly considering how cultural differences and perspectives affect learning may increase the disparity in student achievement for students of color. Likewise, the same applies to the effect of socioeconomic status or language development on students’ preparation for learning in a “typical” school environment. Culturally responsive pedagogies prompt educators to design instruction from the perspective of students’ diversity as strengths rather than deficits. Frequently overlooked aspects of culturally responsive pedagogy are compared with the facets of the UDL framework to provide teachers with additional considerations when planning for effective instruction.

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47

유성균. "Trends Regarding Intervention Researches Applying Universal Design for Learning." Journal of Special Education 25, no. 2 (December 2018): 101–28. http://dx.doi.org/10.34249/jse.2018.25.2.101.

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48

Coy, Kimberly, Matthew T. Marino, and Barbara Serianni. "Using Universal Design for Learning in Synchronous Online Instruction." Journal of Special Education Technology 29, no. 1 (March 2014): 63–74. http://dx.doi.org/10.1177/016264341402900105.

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49

Courey, Susan Joan, Phyllis Tappe, Jody Siker, and Pam LePage. "Improved Lesson Planning With Universal Design for Learning (UDL)." Teacher Education and Special Education: The Journal of the Teacher Education Division of the Council for Exceptional Children 36, no. 1 (August 3, 2012): 7–27. http://dx.doi.org/10.1177/0888406412446178.

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50

Boschetti, Margaret A. "Simulation of Mobility Impairment: Experiential Learning Toward Universal Design." Housing and Society 22, no. 1-2 (January 1995): 53–61. http://dx.doi.org/10.1080/08882746.1995.11430220.

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