Universal Design for Learning (UDL): A Content Analysis of Peer Reviewed Journals from 2012 to 2015

Abstract

The Universal Design for Learning (UDL) approach is increasingly drawing attention from researchers and educators as a possible solution to promote content accessibility and fill the gap between learner abilities and individual differences. This study aims to analyse the content of a set of peer-reviewed papers published from 2012 to 2015, where UDL framework was applied. We selected 12 studies from different databases and journals depending on 4 criteria: peer-reviewed journals, papers with empirical results, papers that focused on UDL as a framework, and the publication date. These studies were, therefore, categorised into seven themes: type of results, study beneficiary (learners, teachers, both), sample features, geographical region, data collection techniques, data analysis techniques, and learning mode. Most of the selected studies tested the framework in a traditional or a blended learning mode, whereas only one study evaluated its effectiveness in a pure online learning. Positive results were yielded in 9 out of 12 papers, but the majority of them were implemented in the USA. Thus, more research is required in diverse cultural contexts and learning modes to confirm the soundness of this instructional model on learning outcomes and learner experience. Additionally, UDL application in online learning may represent a promising solution to design a flexible learning environment from the start which responds to a wide mix of learner needs, abilities, background knowledge, educational experiences, and cultural differences.

Familiarity, Current Use, and Interest in Universal Design for Learning Among Online University Instructors

“…Capp (2017) pointed to similar benefits in a meta-analysis of 18 studies between 2013 and 2016 for students across varying abilities. In both the Al-Azawei et al (2016) and Capp (2017) syntheses, the positive findings spanned multiple disciplines. There were also benefits for teachers.…”

Universal Design for Learning to Support Access to the General Education Curriculum for Students with Intellectual Disabilities

“…Using UDL, a teacher can develop a plan preceded by examining the barriers. UDL generally focuses on reducing the barriers so that the teacher does not have to modify lessons to cater to the different needs of intellectually disabled children (Rao & Meo, 2016;Al-Azawei, Serenelli & Lundqvist, 2016).…”

“…In this regard, the effectiveness of intellectually disabled students in general education class can be improved when educators facilitate learning through instructional strategies (Jiménez, Graf & Rose, 2007). Overall, it has been noted that functional behaviour analysis, teacher made interventions, class wide peer tutoring and curriculum modifications are some of the effective approaches for inclusive teaching, thereby fostering universal design for learning (Jiménez, Graf & Rose, 2007;Al-Azawei, Serenelli & Lundqvist, 2016).…”

Access, Universal Design and the Sustainability of Teaching Practices: a Powerful Synchronicity of Concepts at a Crucial Conjuncture for Higher Education

“…UDL in fact is not an entirely new model per se and it echoes many notions which are already popular in education such as theory on inclusion (Lenz, Deshler & Kissam, 2004), differentiated teaching literature (Tomlinson, 2001) and findings on multiple intelligence (Hatch & Gardner, 1993). The implementation of UDL merges these theoretical approaches to inclusion into a userfriendly framework that allows teachers and administrators to engage into a reflection on the accessibility of their practices (Al-Azawei, Serenelli & Lundqvist, 2016). UDL is also appealingly compatible with a growing interest in the educational use of virtual and technological platforms and tools (Weigel, 2002).…”