Universal Design for Learning: A Blueprint for Success for All Learners

Brand, Stephen; Favazza, Antoinette E.; Dalton, Elizabeth

doi:10.1080/00228958.2012.707506

Cited by 19 publications

(10 citation statements)

References 2 publications

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“…Research suggests that applying UDL principles and guidelines support learning (Capp, 2020) in both the K-12 (Brand et al, 2012;Ok et al, 2017) and higher education (Rao et al, 2014) environments. UDL aims to produce purposeful, motivated, resourceful, knowledgeable, strategic, and goal-directed learners.…”

Section: Literature Review Udlmentioning

confidence: 99%

Adopting and Applying the Universal Design for Learning Principles in Online Courses

Oyarzun¹,

Bottoms²,

Westine³

2021

JAID

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principles suggest that providing learners multiple means for engagement, representation, and action and expression will help learners become purposeful and motivated, resourceful and knowledgeable, and strategic and goal-directed (CAST, 2018). The purpose of this study was to explore the challenges and opportunities of adopting UDL principles for online course design using the decisionmaking process as the theoretical framework as defined by the Diffusion of Innovation theory (Rogers, 2003). Seven online faculty were interviewed regarding the challenges and opportunities that hindered or helped their decision to adopt the UDL principles in online course design. Additionally, three faculty participants volunteered course materials as examples of how they applied UDL principles. Results highlight ways institutions of higher education can promote faculty adoption of UDL principles for online course design.

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Section: Literature Review Udlmentioning

confidence: 99%

Adopting and Applying the Universal Design for Learning Principles in Online Courses

Oyarzun¹,

Bottoms²,

Westine³

2021

JAID

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“…Teachers must have material available in various formats, such as lectures, worksheets, videos, and experiments (Kennette & Wilson, 2019). Teachers can also ensure that they include pictures and symbols and activate students’ background knowledge about the topic (Trostle Brand et al., 2012).…”

Section: What Is Universal Design For Learning (Udl)?mentioning

confidence: 99%

“…Students must choose and control their learning activities to have a broad range of options that let them demonstrate their understanding (Kennette & Wilson, 2019). Incorporating a mixture of physical action, spoken language, written language, pictures, photographs, and charts allows students to demonstrate knowledge in the manner that best suits their needs (Trostle Brand et al., 2012).…”

Section: What Is Universal Design For Learning (Udl)?mentioning

confidence: 99%

“…Finally, UDL encourages teachers to develop multiple means of engagement, the “why” of learning (CAST, 2018). To engage students, teachers must vary the levels of challenge and support students receive in class and make learning relevant to students’ lives (Trostle Brand et al., 2012). Students must have the opportunity to be engaged in lessons by giving various instructional methods and allowing students active engagement in their learning (Kennette & Wilson, 2019).…”

Section: What Is Universal Design For Learning (Udl)?mentioning

confidence: 99%

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Using UDL to Plan a Book Study Lesson for Students With Intellectual Disabilities in Inclusive Classrooms

Anderson

2021

TEACHING Exceptional Children

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Students with intellectual disabilities are among the least likely students to spend a significant amount of time in general education classrooms. When they are included, they may spend their time on non-academic learning experiences. Universal Design for Learning is a lesson planning framework that can guide teachers in inclusive lesson planning. This article explores the Universal Design for Learning framework and how teachers can incorporate it into the lesson planning process for a book study in high school English Language Arts. This lesson planning process provides genuine learning experiences to students with intellectual disabilities in the general education classrooms. The article offers examples of how to incorporate multiple means of representation, multiple means of engagement, and multiple means of expression and action within the four steps of the lesson planning process: learning goals, instructional methods, instructional materials, and assessment.

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“…The ability to sustain effort and maintain persistence in challenging tasks is fundamental to the learning of new skills and strategies. Educators can help students build on maintaining focus and drive by establishing goals, setting short term objectives, providing scaffolds and rubrics and encouraging communication and collaboration with peers (Brand, Favazza & Dalton, 2012;CAST, 2012). During whole-class and group discussions students should be encouraged to think out-loud, make predictions, question the process and discuss possible problems.…”

Section: Student As Challengermentioning

confidence: 99%

A Review into Effective Classroom Management and Strategies for Student Engagement: Teacher and Student Roles in Today’s Classrooms

Franklin¹,

Harrington²

2019

JETS

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A teacher’s role encompasses far more than just imparting curricula outcomes to their students: they need to equip students with the necessary tools to experience social and academic success both inside the classroom and beyond it. Teachers need to empower students with the means to critically analyse the world around them in order to develop into critical independent thinkers. Students need to be proficient in utilising skills associated with higher levels of thinking, that will empower them with the ability to identify, analyse and evaluate the infinite volume of information available through our rapidly changing digital world. Just as teachers need to take responsibility for the various methods of teaching and instruction in the classroom, it is essential for students to take ownership of the learning process, to ensure future success in university environments, where sustained personal effort and metacognitive skills are fundamental to academic success. The object of the review of the literature surrounding the roles of teacher and student, effective classroom management strategies, and successful evidence-based teaching and learning pedagogies, is to assist new and experienced teachers in the promotion of a positive classroom experience for all.

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Universal Design for Learning: A Blueprint for Success for All Learners

Cited by 19 publications

References 2 publications

Adopting and Applying the Universal Design for Learning Principles in Online Courses

Adopting and Applying the Universal Design for Learning Principles in Online Courses

Using UDL to Plan a Book Study Lesson for Students With Intellectual Disabilities in Inclusive Classrooms

A Review into Effective Classroom Management and Strategies for Student Engagement: Teacher and Student Roles in Today’s Classrooms

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