An Exploratory Study of Universal Design for Teaching Chemistry to Students With and Without Disabilities

King‐Sears, Margaret E.; Johnson, Todd M.; Berkeley, Sheri; Weiss, Margaret P.; Peters‐Burton, Erin E.; Evmenova, Anya S.; Menditto, Anna; Hursh, Jennifer C.

doi:10.1177/0731948714564575

Cited by 59 publications

(49 citation statements)

References 38 publications

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“…A review of research studies on UDL in the classroom (Rao, Ok, & Bryant, 2014) found that researchers have applied UDL to various levels of curriculum and instruction. Researchers have examined how UDL can be applied to teacher-developed lessons and curricula (Browder, Mims, Spooner, Ahlgrim-Delzell, & Lee, 2008;Dymond et al, 2006;King-Sears et al, 2015). Several studies have examined academic outcomes and engagement with UDL-based digital learning environments (Coyne, Pisha, Dalton, Zeph, & Smith, 2012;Dalton, Proctor, Uccelli, Mo, & Snow, 2011;Hall, Cohen, Vue, & Ganley, 2015;Marino et al, 2014;Rappolt-Schlichtmann et al, 2013).…”

Section: Background On Udlmentioning

confidence: 99%

Using Universal Design for Learning to Design Standards-Based Lessons

Rao

Meo

2016

SAGE Open

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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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Section: Background On Udlmentioning

confidence: 99%

Using Universal Design for Learning to Design Standards-Based Lessons

Rao

Meo

2016

SAGE Open

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“…The classes were composed of a mix of students with high-incidence disabilities (HID) and students without. After a two-week UDL intervention, featuring videos, self-management strategies and various engagement methods, no significant difference was found between the treatment and control group (King-Sears et al, 2015). Unfortunately, outcomes like the one in this study are more frequent than the outcomes found in the first two studies highlighted.…”

Section: Reported Student Outcomescontrasting

confidence: 78%

Transformative Models in K-12 Education: The Impact of a Blended Universal Design for Learning Intervention

Mathews¹

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Accountability measures, by way of standardized curriculum and assessments, have played a large part in the attempt to ensure that students from all backgrounds receive equal access to quality education. However, the inherent disadvantage of a standardized system is the implied assumption that all students come in with the same knowledge, learn at the same pace, and learn the same way. In the wake of an increasingly diverse K-12 population, educational researchers, learning theorists, and practitioners agree that the concept of the average student is, in fact, a myth. Students come to school with different needs, norms, interests, cultural behavior, knowledge, motivations, and skill sets. In order for education to properly address the issue of equity, the issue of learner variance must first be attended to.In 2010, the U.S. Department of Education released its educational plan encouraging teachers to address student variance through more inclusive learning environments. The report highlighted Blended Learning (BL) and Universal Design for Learning (UDL) as promising practices in enabling, motivating, and inspiring all students to achieve regardless of background, language, or disability. Research suggests that the combination of these two approaches could lead to transformative teaching practices that dramatically impact student learning. However, the efficacy of such a model has yet to be tested.This study tested the efficacy of a Blended Universal Design for Learning (BUDL) model in improving student outcomes. An experimental design was used to explore the impact of a two-week BUDL intervention in an accelerated 7 th grade math class. The effect on student achievement, engagement, and perception was measured.Both quantitative and qualitative data were collected. Though results from the study were statistically insignificant, possible positive associations between a BUDL intervention and student achievement, engagement, and perception emerged. Considerations for clinical significance, suggestions for improvement on the BUDL model, and implications for future research are discussed.

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“…Under the Americans with Disabilities Act of 1990, the rights of people with disabilities were affirmed as having equal protection and access to the US education system (Larocco, & Wilken, 2013;King-Sears et al, 2015;Webb, & Hoover, 2015). For this and other reasons, the UDL embraces some legislations, and this becomes a differential for practical applicability.…”

Section: Discussionmentioning

confidence: 99%

“…An example is the 2008 Higher Education Opportunity Act (HEOA), which claims to be a scientifically valid framework for guiding educational practice (Black et al 2015). In the Education for People with Disability Law, from 2004, it is determined that the Universal Design should be used as an intervention to help students with disabilities participate in the general education curriculum as fully as possible (Hinshaw & Gumus, 2013;Larocco & Wilken, 2013;King-Sears et al, 2015;Webb & Hoover, 2015).…”

Section: Discussionmentioning

confidence: 99%

Desenho Universal para a Aprendizagem: a Produção Científica no Período de 2011 a 2016

Böck

Gesser

Nuernberg

2018

Rev. bras. educ. espec.

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ABSTRACT:The principles of Inclusive Education point to the need to address the barriers present in different educational contexts in order to guarantee access to all students within education systems, as well as guarantee their continuous attendance. In this context, this paper aims to characterise the scientific production regarding the Universal Design for Learning (UDL) and to systematise some of the contributions aimed at the elimination of methodological barriers within learning contexts. For that, an integrative review of the literature regarding the UDL was conducted. The information obtained was analysed in the light of the Disability Studies in Education (DSE) and the social model of disability. The categories that emerged in the data collection, which structure the discussion, were: a) historical and legal contributions; b) conceptual and critical contributions about disability; c) contributions of practical applicability. The results show the concentration of studies on the UDL in North America and the inexpressiveness of research in Brazil. In addition, they demark the differentiation between the principles and guidelines of the UDL and the other perspectives of the Universal Design (UD); they point out strategies aimed at eliminating barriers in access to knowledge and briefly map the field of investigation regarding the UDL and the gaps that require further investment. Finally, the study shows that UDL, as it contemplates the diversity of ways of learning, has the potential to promote inclusive educational processes. KEYWORDS:Universal Design for Learning. Accessibility. Disability Social Model. Distance Education. Special Education.RESUMO: os princípios da Educação Inclusiva apontam para a necessidade de enfrentamento das barreiras presentes nos diferentes contextos de ensino com o intuito de garantir o acesso e a permanência de todos os estudantes nos sistemas de ensino. Assim sendo, este artigo tem como objetivo caracterizar a produção científica sobre o Desenho Universal para Aprendizagem (DUA) e sistematizar algumas contribuições voltadas à eliminação de barreiras metodológicas nos contextos de aprendizagem. Para tanto, foi realizada uma revisão integrativa da literatura sobre o DUA. As informações obtidas foram analisadas a luz dos Disability Studies in Education (DSE) e do modelo social de deficiência. As categorias que emergiram na coleta de dados e estruturaram a discussão foram: a) contribuições históricas e legais; b) contribuições conceituais e críticas acerca da deficiência; c) contribuições de aplicabilidade prática. Os resultados evidenciam a concentração dos estudos sobre o DUA na América do Norte e a inexpressividade de pesquisas no Brasil. Além disso, demarcam a diferenciação entre os princípios e as diretrizes do DUA e as demais perspectivas do Desenho Universal (DU) e apontam estratégias voltadas à eliminação de barreiras no acesso ao conhecimento e mapeiam brevemente o campo de investigação sobre o DUA e as lacunas que precisam de maior investimento. Por fim, o estudo mostra q...

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An Exploratory Study of Universal Design for Teaching Chemistry to Students With and Without Disabilities

Cited by 59 publications

References 38 publications

Using Universal Design for Learning to Design Standards-Based Lessons

Using Universal Design for Learning to Design Standards-Based Lessons

Transformative Models in K-12 Education: The Impact of a Blended Universal Design for Learning Intervention

Desenho Universal para a Aprendizagem: a Produção Científica no Período de 2011 a 2016

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