Universal Design for
							Learning

Rose, David; Gravel, Jenna W.; Gordon, David T.

doi:10.4135/9781446282236.n30

Cited by 59 publications

(37 citation statements)

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“…UDL is a pedagogical model enabling curriculum access for all children through flexible accessible learning environments (Dyson, 2001a; Rose et al ., ). From this non‐individualistic perspective disability does not reside within the individual, but in a curriculum which is unsupportive of, and inflexible to, a diverse range of abilities (Rose and Gravel, 2010; Rose and Vue, 2010).…”

Section: Creating Asd‐friendly Schoolsmentioning

confidence: 97%

“…Building on strengths and eradicating difficulties requires an accessible pedagogical approach (Rose et al ., ). A range of needs can be supported within the diverse classroom (Meyer and Rose, ) when practice is premised on the UDL principles of multiple means of representation (what we learn), expression (how we learn) and engagement (why we learn).…”

Section: Creating Asd‐friendly Schoolsmentioning

confidence: 97%

“…Autistic children are described as having difficulties with executive functioning (Pellicano, 2012). Enacting guideline six of UDL (Rose et al ., , p. 483) – ‘providing options for executive functions’ – increases capacity through scaffolding lower and higher level executive skills (such as turn‐taking, planning, organisation and progress monitoring). This is required to develop autonomous learners (Rose et al ., ).…”

Section: Creating Asd‐friendly Schoolsmentioning

confidence: 99%

“…Likewise guideline seven, providing ‘options for recruiting interests’ (Rose et al ., , p. 484), is applicable to all children (Hodge and Chantler, ), but ensuring the curriculum links into the special interest of an autistic child makes new and prerequisite information, or skills, easier to access (Rose et al ., ). Highly flexible strategies, materials and goals (Rose et al ., ) improve the ASD‐friendliness and inclusivity of mainstream schools by reducing learning barriers. The ‘what’ and ‘how’ of learning supersede the importance of SEN labels (Florian and Rouse, 2009).…”

Section: Creating Asd‐friendly Schoolsmentioning

confidence: 99%

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How do we create ASD‐friendly schools? A dilemma of placement

Goodall¹

2015

Support for Learning

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Scope exists within the Northern Ireland (NI) education system to transform mainstream schools into autistic spectrum disorder (ASD)‐friendly environments. The efficacy of mainstream inclusion is discussed prior to discussing the creation of ASD‐friendly schools. The transformation of mainstream school environments is underpinned by concepts such as inclusive pedagogical approach, universal design for learning and learning without limits. These are discussed alongside strategies to enact core inclusive principles of equity, participation and belonging. However, the need for ASD‐specific approaches and schools is also recognised. Our perspectives as educators influence pedagogy, attitudes and approaches to educating autistic children. A social constructivist consciousness is fundamental to moving from deficit SEN rhetoric to creating enabling education for autistic young people. The question of how to achieve this is answered within this article. The use of identity‐first language is preferred by a large proportion of the autism community; therefore the term ‘autistic child’, rather than ‘child with autism’, is adopted throughout.

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Section: Creating Asd‐friendly Schoolsmentioning

confidence: 97%

Section: Creating Asd‐friendly Schoolsmentioning

confidence: 97%

Section: Creating Asd‐friendly Schoolsmentioning

confidence: 99%

Section: Creating Asd‐friendly Schoolsmentioning

confidence: 99%

See 2 more Smart Citations

How do we create ASD‐friendly schools? A dilemma of placement

Goodall¹

2015

Support for Learning

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“…A diverzitás elsősorban ebben jelentkezik, és az UDL stb. éppen ennek a felismerésnek az alapján képes a tanítás és tanulás eredményességének javítására (Rose et al, 2014).…”

Section: A Témakörrel Kapcsolatos Hazai Szakirodalmi Publikációk Röviunclassified

Befogadó tervezés a felsőoktatás oktatási, tanulási környezetében

Fazekas¹,

Intézet²

2019

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Assistive technologies for visual impairments: Development and validation of self‐efficacy scale for preservice teachers

Baser,

Kamali‐Arslantas

2024

Psychology in the Schools

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This article describes the development and validation process of a scale designed to assess the assistive technology (AT) knowledge of preservice special education teachers related to visual impairment (VI). The scale was administered to two groups of preservice special education teachers, and data from the first group (N = 291) were subjected to an exploratory factor analysis (EFA). The results of the EFA revealed that the scale had a five‐factor structure, which included “braille technologies,” “accessibility for documents and software,” “AT for diverse needs,” “AT for accessing print,” and “AT for transforming content into accessible digital format.” Based on the findings of the EFA, the researchers revised the scale and applied it to the second group of preservice teachers (N = 119) to confirm the five‐factor structure through a confirmatory factor analysis (CFA). The fit indices calculated during the CFA indicated a good model fit. By following a systematic approach, a valid 23‐item scale for assessing AT knowledge related to VI was developed. This study offers a useful assessment tool and knowledge constructs for designing AT courses.

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Universal Design for Learning

Cited by 59 publications

References 0 publications

How do we create ASD‐friendly schools? A dilemma of placement

How do we create ASD‐friendly schools? A dilemma of placement

Befogadó tervezés a felsőoktatás oktatási, tanulási környezetében

Assistive technologies for visual impairments: Development and validation of self‐efficacy scale for preservice teachers

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