Teaching for Diversity with UDL: Analysing Teacher Competence

Lakkala, Suvi; Kyrö-Ämmälä, Outi

doi:10.1007/978-3-030-80658-3_10

Cited by 6 publications

(3 citation statements)

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“…Data has been analysed using percentages as a measurement tool, with a total of 55 eligible completed surveys. The scales 'sometimes', 'occasionally' and 'never' have been combined together for a total percentage with the understanding that for successful implementation of an inclusive education, strategies should be used 'often' or 'always' to be effective (Lakkala & Kyrö-Ämmälä, 2021). Google Forms was used to create and share the survey due to being reliable, easy to navigate, and giving a range of options to support the analysis of data.…”

Section: Methodology Methods and Ethicsmentioning

confidence: 99%

“…Universal Design for Learning is a culturally responsive framework which makes it highly relevant to New Zealand (Chita-Tegmark et al, 2012;Kieran & Anderson, 2018;Lakkala & Kyrö-Ämmälä, 2021). UDL focuses on learner variability, and cultural diversity reflects the way learners experience and interact with their contexts.…”

Section: Universal Design For Learning Within a New Zealand Contextmentioning

confidence: 99%

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Promoting inclusive practice for autistic learners: Universal design for learning

Mitchell

2023

Kairaranga

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The Universal Design for Learning (UDL) framework has the potential to enhance the inclusive practices of teachers with autistic learners in their classes. This study examines the extent to which the UDL framework is currently being used as a model for the inclusion of autistic learners in New Zealand primary schools. This study gathered data from a survey conducted online by primary teachers of autistic learners, and used the Universal Design for Learning guidelines to ask teachers how they felt they were using them within their classroom programmes. The study concludes that while some teachers are aware of and use the UDL framework, there is still work that needs to be done to ensure that it is consistently and consciously used to benefit autistic learners. There needs to be robust professional development programmes accessible to all teachers to see the UDL framework fully utilised within New Zealand primary schools.

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Section: Methodology Methods and Ethicsmentioning

confidence: 99%

Section: Universal Design For Learning Within a New Zealand Contextmentioning

confidence: 99%

Promoting inclusive practice for autistic learners: Universal design for learning

Mitchell

2023

Kairaranga

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“…This is also complemented by Sharma et al [57], who investigated the practical training and barriers to implementing inclusive education and identified the most significant obstacle was inadequate teacher preparation. According to Lakkala and Kyrö-Ämmälä [58], "inclusive education in mainstream classes needs teachers who are able to do flexible solutions in constructing the learning environments for all their students" (p. 242).…”

Section: The European Contextmentioning

confidence: 99%

Universal Design for Learning across Formal School Structures in Europe—A Systematic Review

Ewe,

Galvin

2023

Education Sciences

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Over the past two decades, there has been a global movement towards creating more inclusive education systems and learning environments, which involves adopting transformative pedagogies, such as Universal Design for Learning (UDL). However, empirical research on UDL conducted across Europe has primarily focused on the higher education context, resulting in limited knowledge or publications on formal school settings. Therefore, the purpose of this article is to highlight empirical studies conducted across Europe that specifically focus on UDL in the formal school years. The study employed a systematic literature review, conducting an extensive search across three databases (Libsearch, Ebsco and Scopus). Empirical studies were selected based on predefined inclusion and exclusion criteria, and the results were analyzed using descriptive narrative synthesis. The results revealed that the included articles mainly explored students’ and/or teachers’ perceptions of various phenomena related to the learning process, predominantly employing a qualitative approach. The findings suggest a need for further research in this area, with a particular emphasis on explicit learning outcomes. Moreover, there appears to be a lack of research on UDL implementation in preschool and early years education.

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