Universal Design for Learning in China

Zhang, Haoyue; Zhao, George

doi:10.4324/9780429435515-8

Cited by 3 publications

(1 citation statement)

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“…However, Russo (2019) claimed that some teachers view the UDL framework as another fad that will allow them to continue with, or return to, traditional instructional approaches they are familiar with. If teachers do not believe the UDL framework is effective and manageable for them to develop inclusive education, they will become resistant to introducing changes to the design of curriculum and instructional approaches in mainstream classrooms (Zhang & Zhao, 2019).…”

Section: Teacher Attitudes Towards the Udl Frameworkmentioning

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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Section: Teacher Attitudes Towards the Udl Frameworkmentioning

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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Universal Design for Learning in Low- and Middle-Income Countries: A Review of the Literature

McKenzie,

Karisa,

Kahonde

2024

International Journal of Disability, Development and Education

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Flexible, Relevant, and Accessible Curriculum

Evans

Salleh

Basit

et al. 2023

Building Inclusive Education in K-12 Classrooms and Higher Education

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Education is a right for all children and youth. It has been stated in international initiatives for over five decades. Curriculum frameworks across cultural contexts are interpreted in differing ways by class teachers (e.g., direct interpretation, materials developed by government or commercial bodies). Yet students with disabilities continue to be marginalised from a robust and meaningful curriculum on the basis that the curriculum is 'not for them,' or that teachers are not professionally equipped to make modifications to support access, participation, and learning. This chapter seeks to explore how the universal design for learning framework can be used to ensure all learners are contributing members within the regular classroom. This exploration will consider contexts from three countries to illustrate how the UDL framework can be used to develop flexible, meaningful, and accessible curriculum for all learners. This exploration will illustrate the barriers posed by school structures, mindsets of educators, and rigid interpretation and use of curriculum frameworks and materials.

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Universal Design for Learning in China

Cited by 3 publications

References 0 publications

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

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

Universal Design for Learning in Low- and Middle-Income Countries: A Review of the Literature

Flexible, Relevant, and Accessible Curriculum

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