Transforming Higher Education Through Universal Design for Learning

Bracken, Seán; Novak, Katie

doi:10.4324/9781351132077

Cited by 28 publications

(4 citation statements)

References 2 publications

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“…Bracken and Novak [59] perceive the UDL framework as "a blueprint to design and deliver instructional goals, methods, materials, and assessments that meet the needs of all learners" (p. 5) instead of focusing on those in need and thereby risk stigmatization effects. This is in line with Florian [60] who claims that the problem of focusing on some students increases the risk of excluding others.…”

Section: The European Contextmentioning

confidence: 99%

Universal Design for Learning across Formal School Structures in Europe—A Systematic Review

Ewe,

Galvin

2023

Education Sciences

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Over the past two decades, there has been a global movement towards creating more inclusive education systems and learning environments, which involves adopting transformative pedagogies, such as Universal Design for Learning (UDL). However, empirical research on UDL conducted across Europe has primarily focused on the higher education context, resulting in limited knowledge or publications on formal school settings. Therefore, the purpose of this article is to highlight empirical studies conducted across Europe that specifically focus on UDL in the formal school years. The study employed a systematic literature review, conducting an extensive search across three databases (Libsearch, Ebsco and Scopus). Empirical studies were selected based on predefined inclusion and exclusion criteria, and the results were analyzed using descriptive narrative synthesis. The results revealed that the included articles mainly explored students’ and/or teachers’ perceptions of various phenomena related to the learning process, predominantly employing a qualitative approach. The findings suggest a need for further research in this area, with a particular emphasis on explicit learning outcomes. Moreover, there appears to be a lack of research on UDL implementation in preschool and early years education.

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Section: The European Contextmentioning

confidence: 99%

Universal Design for Learning across Formal School Structures in Europe—A Systematic Review

Ewe,

Galvin

2023

Education Sciences

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“…Elaborar e implementar currículos acessíveis, sob a perspectiva educacional inclusiva, demanda uma metodologia direcionada à aprendizagem significativa, na qual o sujeito aprendente participa desse processo de maneira narrativa e flexível. Ou seja, o currículo acessível demanda o alargamento do grau de influência do aprendiz no percurso proposto (Costa-Renders, 2019).…”

Section: O Ensino Remoto E a Educação Inclusiva: Aproximações Com O D...unclassified

Remote teaching and inclusive education: approximations with Universal Design for Learning

Costa-Renders

Sous

Bresciani

2022

revtee

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This article results from the approximation between two researches in the area of education: a scientific initiation research with promotion of FAPESP and a master’s survey at PPGE/USCS. Both were based on the paradigm of inclusion and the principles of the Universal Design for Learning and were carried out in the context of the closure of schools due to the COVID-19 pandemic between 2020 and 2021. The objective was to promote an interface between UDL principles and the curriculum approach in emergency remote teaching. It was empirical investigations that combined narrative research and development research and as instrument were held wheels of conversations with teachers working in the great ABC Paulista. Among the results, stands out the fact that remote teaching places light on the great social and educational inequality in Brazil, evidenced, for example, by the development of asynchronous remote teaching in printed material, something contradictory in a digital society. In addition to this need to remove digital barriers, in remote teaching it was necessary to extend the degree of influence of the learner in the teaching process and the UDL supported teachers, as it minimizes the need for curricular adaptation.

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“…Universal Design for Learning has been studied as a support for English language learners (Delaney and Hata, 2020) and for students with cerebral palsy (O'Neill, 2000). It has been the subject of undergraduate courses for pre-service teachers (Metcalf, 2011), and is currently being applied to teaching higher education (Bracken et al, 2019).…”

Section: History Of Udl and Current Literaturementioning

confidence: 99%

Multiple means of representation? A critical analysis of Universal Design for Learning checkpoint 1.2

Matthews

Cavanaugh

Wilson

2022

Policy Futures in Education

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This paper provides a brief overview of the history of Universal Design for Learning (UDL), its prominence in the literature, and its use within the educational community. It then provides a critical analysis of the literature base linked to UDL checkpoint 1.2 by examining the relevance to the current trends in education and technology and alignment with checkpoint 1.2 and/or UDL as a whole. Using these criteria, the paper reports how much of the literature base was out-of-date or disconnected to UDL. Given UDL’s prominent position in educational policy, further research into its effectiveness is necessary. Implications are discussed.

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Transforming Higher Education Through Universal Design for Learning

Cited by 28 publications

References 2 publications

Universal Design for Learning across Formal School Structures in Europe—A Systematic Review

Universal Design for Learning across Formal School Structures in Europe—A Systematic Review

Remote teaching and inclusive education: approximations with Universal Design for Learning

Multiple means of representation? A critical analysis of Universal Design for Learning checkpoint 1.2

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