Removing Instructional Barriers with UDL

Meier, Barbara; Rossi, Kirstin A.

doi:10.1080/00228958.2020.1729639

Cited by 13 publications

(9 citation statements)

References 5 publications

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“…The analysis of barriers to information processing and its use, which are faced by two learners with more serious learning peculiarities compared to others, confirms the key principle of UDL that barriers to learning, which promote the student's becoming an expert learner, lie in education organisation decisions, curricular and aids rather than in individual differences of learners (Meyer et al, 2014). The results of the analysis also confirm the conclusion of Meier and Rossi (2020) that individual barriers tend to decrease by themselves after skill and curricular barriers are eliminated.…”

Section: Expression Of Latent Barriers In Cognitive Processessupporting

confidence: 73%

“…The results revealed the educational barriers that prevent students from full participation in the educational process and the development of abilities assigned to an expert learner. Meyer et al (2014), Zhong (2012) and Meier and Rossi (2020) emphasised an unfavourable educational environment, limitations of accessibility to curriculum, lack of learning skills among students and their personal qualities as a reason for the emergence of such barriers. Our research revealed the barriers impeding the formation of teachers' dispositions that are open to the students' diversity.…”

Section: Discussion and Conclusion: Links Of Inclusive Education Factors To Resourceful And Knowledgeable Learnersmentioning

confidence: 99%

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Development of Knowledgeable and Resourceful Learners

Galkienė

Monkevičienė

2021

Inclusive Learning and Educational Equity

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This chapter introduces a study carried out in the context of the transformation of the Lithuanian education system towards inclusive education, with the aim of revealing the educational factors that contribute to students becoming knowledgeable and resourceful expert learners in the universal design for learning (UDL) approach. The UDL framework was chosen as a systematic reasoning instrument for the teacher and the school, aiding in achieving the development of expert learner qualities in every student in the general education context and ensuring the quality of inclusive education. The chapter briefly introduces the theoretical approach of the research, the context of Lithuanian education and the school where the research took place, which is relevant for the interpretation of the results, and other important methodological aspects. The research data show that applying the UDL approach helped the teachers to modify the educational process in order to develop in students the qualities of knowledgeable and resourceful expert learners. The results, presented in a structured manner in the chapter, reveal the process and contributing educational factors to students’ becoming actively perceiving, self-directed, knowledge-creating and co-creating learners and learners constructing their own deep comprehension. The research data reveal the methods used by the teachers to recognise and overcome the barriers in cultivating these qualities in their students. We also identified the emerging changes in teachers’ dispositions when applying the UDL approach and designing lessons aimed at promoting the qualities of knowledgeable and resourceful expert learners.

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Section: Expression Of Latent Barriers In Cognitive Processessupporting

confidence: 73%

Section: Discussion and Conclusion: Links Of Inclusive Education Factors To Resourceful And Knowledgeable Learnersmentioning

confidence: 99%

Development of Knowledgeable and Resourceful Learners

Galkienė

Monkevičienė

2021

Inclusive Learning and Educational Equity

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“…Accompanying the globalisation of inclusive education over the past 2 decades, applying appropriate inclusive pedagogical frameworks is necessary to remove learning barriers for all learners, including students with disabilities (Capp, 2020). Instead of the traditional ‘one-size-fits-all’ approach, the UDL framework is an optimal choice that enables teachers to eliminate barriers proactively and intentionally within learning goals, assessments, instructional methods and materials (Meier & Rossi, 2020, p. 83). To address educational barriers, teachers who adopt the UDL framework assume their students represent a diverse range of instructional needs when planning lessons inclusive of all, and make reasonable adjustments in mainstream classrooms based on the three UDL principles.…”

Section: Discussionmentioning

confidence: 99%

Moving Towards Inclusive Education: Secondary School Teacher Attitudes Towards Universal Design for Learning in Australia

Chen

Evans

Luu

2023

Australas. j. spec. incl. educ.

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Achieving Sustainable Development Goal 4 is underpinned by the provision of quality inclusive education for all young persons, including persons with disabilities. The universal design for learning (UDL) framework provides the basis for establishing an inclusive pedagogical learning environment in classrooms. However, implementing such an inclusive pedagogical framework continues to be profoundly challenging across all countries, including Australia. Teacher attitude is the most important construct in efforts to create inclusive educational contexts. The aim of this study was to examine secondary school teachers’ attitudes towards the UDL framework in Australia. One hundred and twenty mainstream secondary classroom teachers in Sydney completed an online survey. The mean values and standard deviations of a self-designed UDL framework were calculated to examine teacher attitudes. Correlations and multiple regressions were conducted to verify the relationship between teachers’ attitudes and their background variables. The main results indicated that Australian secondary school teacher attitudes towards the UDL framework were generally positive, although they still had some practical concerns, such as having inflexible ideas about how to provide instructions. The findings provide useful insights for developing professional teacher training to promote inclusive education, where the UDL framework is a lens for interpreting inclusive education.

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“…The educational response to neurological differences in human cognitive activity would be providing multiple means of representation. According to Meier and Rossi (2020), learners' informing starts with the formulation of a clear goal. The UDL principle requires the goal to be flexible and achievable by applying various strategies of problem solving and ways of learning.…”

Section: Provide Multiple Means Of Representationmentioning

confidence: 99%

“…García-Campos et al (2020) state that UDL is a system that focuses on the elimination of barriers to schoolchildren's learning and participation, suggesting direct and implied actions, which may be used in a varied way. For example, Meier and Rossi (2020) present the following classification of obstacles: (1) skill barriers; (2) curriculum barriers; (3) individual barriers. Planning a specific lesson, the teacher creates the matrices of possible barriers, considering the peculiarities of their learners.…”

Section: The Concept Of Successful Learning In Udl Approachmentioning

confidence: 99%

Preconditions of Transforming the Educational Process by Applying Inclusive Education Strategies: Theoretical Background

Galkienė

Monkevičienė

2021

Inclusive Learning and Educational Equity

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The experience of the development of inclusive education strategies in various countries has been the source of various conceptions and practices, which have gradually evolved into the axis of the education policy of the late twentieth and early twenty-first century. This chapter presents an overlook of insights that are significant for the practical implementation of inclusive education and substantiated by scientific research. As the perception of inclusive education developed from meeting special educational needs in general schools (Florian. Int J Incl Educ 23(7–8): 691–704. 10.1080/13603116.2019.1622801, 2019) to recognising the variety of needs of all students (Meyer et al. Universal design for learning: theory and practice. CAST, 2014), the Universal Design for Learning (UDL) approach was presented to the pedagogical circles. This chapter of the book examines the fundamental aspects of the UDL approach in the context of the development of the inclusive education construct, from emphasising the Zone of Proximal Development (Vygotsky. Thought and language. MIT Press, 1962) to highlighting the processes taking place in the inclusive education ecosystem (European Agency for Special Needs and Inclusive Education. Inclusive school leadership: exploring policies across Europe. (E. Óskarsdóttir, V. Donnelly & M. Turner-Cmuchal, Eds.). Odense, Denmark. https://www.european-agency.org/sites/default/files/sisl_synthesis_report.pdf. Retrieved 16 April 2021, 2019), revealing the variety of perceptions of student uniqueness and education differentiation concepts in implementing inclusive education, and discussing the differences between the specificities of education goals and their implementation in the UDL and traditional approaches. The analysis of scientific research allowed us to distinguish the basic aspects of the UDL approach that are significant for the transformation of the traditional education system into a high-quality one based on the presumptions of success for every student and formed on the grounds of inclusive education.

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Removing Instructional Barriers with UDL

Cited by 13 publications

References 5 publications

Development of Knowledgeable and Resourceful Learners

Development of Knowledgeable and Resourceful Learners

Moving Towards Inclusive Education: Secondary School Teacher Attitudes Towards Universal Design for Learning in Australia

Preconditions of Transforming the Educational Process by Applying Inclusive Education Strategies: Theoretical Background

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