Introduction to Special Series on Universal Design for Learning

Abstract

<jats:p> This special series of Remedial and Special Education features four articles about universal design for learning (UDL). One intervention study describes learning outcomes for middle school students with extensive support needs. These students receive schema-based instruction that is further developed, based on students’ characteristics, using the UDL guidelines. Another intervention study examines learning outcomes for high school students with and without learning disabilities. Students receive either UDL-based chemistry instruction or “business as usual” instruction, each group in co-taught settings (Study 1). The researchers then identify results for students with learning disabilities who receive the same UDL instruction in a self-contained setting (Study 2). In the third analysis, results from applying UDL Reporting Criteria to 20 UDL studies are reported. Focusing on practitioners and school-based personnel, the fourth study describes the application of the UDL Observation Measurement Tool in its beginning stages of development. The purpose of this UDL special issue is to consolidate information that can be used to promote and enhance how UDL is operationalized and measured by researchers, practitioners, and other stakeholders. </jats:p>

The Developmental Dynamics of Emotional and Behavioral Difficulties of Youth of Color: Systemic Oppression, Correlated Constraints, and the Need for Targeted Universalism

“…A targeted universal strategy is “one that is inclusive of the needs of both the dominant and the marginal groups, but pays particular attention to the situation of the marginal group” (Powell, 2009, p. 803). From this perspective, much like the universal design for learning approaches (see King-Sears, 2020), Tier 1 strategies should be centered on providing the supports necessary for the student to be successful in day-to-day classroom activities and experiences. This means that it is necessary to create routine and adaptable supports for the commonplace aspects of a student’s daily functioning.…”

Diversity and Social Justice in Education

“…As a general framework for learning, the Universal Design for Learning (UDL) approach has been embraced in many settings Teachers working with children with learning dif culties may have had very little or no special training in the nature of learning dif culties. (CAST, 2018;King-Sears, 2020). is method advocates teaching with multiple methods for engagement, representation, and action and expression (CAST, 2018).…”

Tiered Systems of Adaptive Supports and the Individualization of Intervention: Merging Developmental Cascades and Correlated Constraints Perspectives

“…TSAS Tier 1 strategies are grounded in an adaptive dynamic systems perspective that recognizes the heterogeneity of students in classrooms and the diversity of their support needs. In the TSAS model, the concept of universal strategies does not mean “one size fits all.” Rather, the word “universal” reflects its use in the term “universal design for learning.” Universal design for learning (UDL) involves being responsive to the diverse needs of children and youth by proactively and flexibly designing and delivering a range of strategies to reach the maximum number of students by being aware of the needs of specific learners and planning how to effectively address them (King-Sears, 2020). Although TSAS was not designed for UDL, it is consistent with its aims and principles.…”