2020
DOI: 10.1016/j.edurev.2019.100306
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Exploring the interrelationship between Universal Design for Learning (UDL) and Differentiated Instruction (DI): A systematic review

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Cited by 66 publications
(47 citation statements)
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“…Differentiation refers to a varied preparation and design of inclusive teaching practice in a reactive way by reacting to the needs of students (while e.g. universal design of learning UDL is a proactive approach, which ensures access for all students regardless of their needs, Griful-Freixenet et al 2020). In this way, an attempt is made to respond to the group-specific needs of students within a class.…”
Section: Differentiation and Individualisationmentioning
confidence: 99%
“…Differentiation refers to a varied preparation and design of inclusive teaching practice in a reactive way by reacting to the needs of students (while e.g. universal design of learning UDL is a proactive approach, which ensures access for all students regardless of their needs, Griful-Freixenet et al 2020). In this way, an attempt is made to respond to the group-specific needs of students within a class.…”
Section: Differentiation and Individualisationmentioning
confidence: 99%
“…Academic success in higher education for students who contend with dyslexia necessitates UDL. Griful-Freixenet et al (2020) validated the essentiality of implementing different forms of representation (information delivery), engagement (interactive participation), and expression (competency performance). Students who have dyslexic traits should also have the freedom to utilize their inner strengths, rather than be forced into struggling to fit the mold of traditional, standardized educational development.…”
Section: Discussionmentioning
confidence: 88%
“…The theory behind UDL explicitly acknowledges that some people simply learn differently than others. Only a small number of students acquire all new knowledge easily; in contrast, many students struggle to master new subjects, and most students will need support services at one time or another (Griful-Freixenet et al, 2020;Keefer, 2017;Missingham, 2017;Richardson, 2015).…”
Section: Universal Design For Learningmentioning
confidence: 99%
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“…Tačiau kitų modelių prieštaravimai atskleidžia galimus barjerus "Universalaus dizaino ugdymui" modelio realizavimui dėl įtraukaus specialiojo ugdymo elementų dominavimo ugdymo sistemoje bei pedagogų kompetencijos veikti mokinių įvairovėje stokos. Anksčiau vykdytų tyrimų rezultatai patvirtina pedagogų kompetencijos plėtros reikmę, nes diferencijavimas, kuriant įvairovę ugdymo aplinkoje, yra esminė pedagogo meistriškumo ir ugdymo sėkmės sąlyga (Swanson et al, 2020;Van Boxtel, 2019;Griful-Freixenet, Struyven, Vantieghem, & Gheyssens, 2019). Universalaus dizaino ugdymui modelio dialektinė analizė akcentuoja tarpdisciplininio bendradarbiavimo kriterijų reikšmingumą, kuriant lanksčią, įtraukią, mokinių poreikių įvairovę atliepiančią ugdymo aplinką.…”
Section: Paveikslas įTraukties Modelių Elementai Reikšmingi įTraukiųjų Nuostatų Ir Praktikos Kokybeiunclassified