Inclusion, universal design and universal design for learning in higher education: South Africa and the United States

Dalton, Elizabeth; Lyner-Cleophas, Marcia; Ferguson, Britt Tatman; McKenzie, Judith

doi:10.4102/ajod.v8i0.519

Cited by 99 publications

(70 citation statements)

References 9 publications

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“…Universal design for learning is well‐represented and explored within educational literature, positioned as part of a paradigm shift which acknowledges learner diversity and movement away from a “one‐size‐fits‐all” approach to teaching (Deardorff and Birdsong, 2003; Leinenbach and Corey, 2004; Gradel and Edson, 2009; Al‐Azawei et al, 2016). Approaches to UDL‐informed teaching have been applied and reported on around the world (Anstead, 2016; Dalton et al, 2019); however, there still remains much to investigate regarding the specific application to the teaching of anatomy in higher education (Izzo et al, 2011; Brenner et al, 2015); especially within the Irish higher education context. Moreover, the anatomy laboratory as a teaching space is a potentially rich environment to implement the UDL framework due to the availability of numerous teaching resources that can serve as different entry points to learning.…”

Section: Introductionmentioning

confidence: 99%

The Universal Design for Learning Framework in Anatomical Sciences Education

Balta

Supple

O’Keeffe

2020

Anatomical Sciences Ed

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Over the past decades, teaching and learning within the discipline of anatomy has undergone significant changes. Some of these changes are due to a reduction in the number of teaching hours, while others are related to advancements in technology. Faced with these many choices for change, it can be difficult for faculty to decide on which new developments in anatomical education need or indeed can be integrated into their course to enhance student learning. This article presents the universal design for learning (UDL) framework—an informed, evidence‐based, and robust approach to underpin new course design and pedagogical reform in anatomy education. Universal design for learning is not a theory but a framework grounded in cognitive neuroscience that focuses on engaging multiple brain networks. The guidelines for UDL are organized into three core principles: (1) provide multiple means of representation, (2) provide multiple means of action and expression, and (3) provide multiple means of engagement. The learning space within the anatomy laboratory provides an excellent opportunity in which to apply this framework. This article also describes current trends employed in the teaching of anatomy. The principles of UDL are then outlined, followed by a description of how UDL approaches have been applied in the design and delivery of anatomy practical teaching to first year medical students at University College Cork. Future implications for this work are a consideration and investigation of how a course designed with the principles of UDL at its heart ultimately benefits student learning.

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Section: Introductionmentioning

confidence: 99%

The Universal Design for Learning Framework in Anatomical Sciences Education

Balta

Supple

O’Keeffe

2020

Anatomical Sciences Ed

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“…First, the TF recommended that the NSGC initiate steps to evaluate and complete an organization‐wide Universal Design plan. Universal Design refers to the layout and composition of built environments, virtual spaces, and information that is accessible to all people, regardless of disability, spoken language, or other characteristics (Dalton, Lyner‐Cleophas, Ferguson, & McKenzie, 2019; Story, 1998; Williams & Moore, 2011). The adoption of Universal Design is intended to ensure the accessibility of all resources, products, and events to every NSGC member or potential member.…”

Section: Resultsmentioning

confidence: 99%

Summary report of the 2019 Diversity and Inclusion Task Force of the National Society of Genetic Counselors

Channaoui

Khan

Wiesman

et al. 2020

Journal of Genetic Counseling

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The size and reach of the genetic counseling profession have expanded on a global scale since the 1970s. Despite this growth, the profession of genetic counseling has remained demographically homogenous. Promoting a culture of inclusivity that supports visible and invisible diversity and leveraging that culture not only expands perspectives represented in the field, but also helps foster equity in genetic services. This report summarizes the formation, implementation, and outcomes of the 2019 Diversity and Inclusion Task Force (TF) of the National Society of Genetic Counselors (NSGC), including the group's responses to their allotted charges from the NSGC Board of Directors. The recommendations generated by the TF aim to aid in the (1) establishment of infrastructure for ongoing diversity, inclusion, and equity (DEI) work by collaborating with a DEI organizational expert and forming a DEI advisory group within the NSGC, (2) development of specific short‐term DEI initiatives, and (3) identification of seven areas of focus areas that must be addressed in order to create meaningful and measurable DEI improvements. The efficacy of these recommendations will depend on the consistency and creativity of implementation, shared responsibility, sufficient resources allocated to DEI initiatives, and measurable outcomes.

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“…While UDL is an American idea by origin, it is not a new teaching strategy in South Africa. Practices and pedagogies aligning with the principles of the UDL are used in special-needs schools in South Africa [ 81 ]. It has also been noted that some teachers in inclusive educational settings unknowingly apply the principles of UDL in their teaching [ 81 ].…”

Section: Intervention Through Universal Designmentioning

confidence: 99%

Provision of Assistive Technology for Students with Disabilities in South African Higher Education

Ndlovu

2021

IJERPH

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This paper used the Critical Disability Theory (CDT) to analyse the provision of assistive technology (AT) and assistive devices at an institution of higher education in South African. In this empirical study, data were collected through interviews with students with disabilities and Disability Rights Centre staff members. The paper sought to explore the effectiveness of the provision of AT and assistive devices, in terms of enabling students with disabilities’ learning. The provision was deemed inadequate, and a specific AT and assistive device was inaccessible to one category of disability, consequently limiting learning. The paper concludes that the provision of assistive devices at the institution enabled students with disabilities’ learning, however, there was a need for improvement by way of the Universal Design for Learning (UDL). The UDL will help all diverse students, including students with disabilities in all their categories of disability, to be assisted to learn through the provision of AT and assistive devices. It is hoped that the paper will contribute to contemporary debates on the provision of AT and assistive devices for people with disabilities in low-resource settings, from a South African context specifically, and in higher education broadly.

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Inclusion, universal design and universal design for learning in higher education: South Africa and the United States

Cited by 99 publications

References 9 publications

The Universal Design for Learning Framework in Anatomical Sciences Education

The Universal Design for Learning Framework in Anatomical Sciences Education

Summary report of the 2019 Diversity and Inclusion Task Force of the National Society of Genetic Counselors

Provision of Assistive Technology for Students with Disabilities in South African Higher Education

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