Universal Design for Learning in Pre-K to Grade 12 Classrooms: A Systematic Review of Research

Ok, Min Wook; Rao, Kavita; Bryant, Brian R.; McDougall, Dennis

doi:10.1080/09362835.2016.1196450

Cited by 124 publications

(94 citation statements)

References 19 publications

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“…It is apparent from the literature reviewed that some RHPs have begun to use UDL terminology related to the CAST UDL framework to describe what they are doing; however, most have not defined their practice in this way even when implementing interventions that closely resemble the framework's guidelines. Since the early 1990s, CAST has been involved in developing and studying UDL within the educational context (Ok et al, ). As such, the CAST UDL framework is well known and widely used by educators.…”

Section: Discussionmentioning

confidence: 99%

“…Universal design for learning (UDL) is a framework (Ok, Rao, Bryant, & McDougall, ) that provides educators and health professionals with guidance on how to support children with diverse needs in the classroom, with the overall aim to promote inclusion of all children (Meyer, Rose, & Gordon, ). Inspired by the concept of universal design in architecture, in which the built environment is designed to be accessible to all people, the Center for Applied Special Technology (CAST) extended this concept to education beginning in the early 1990s (Rose, Gravel, & Gordon, ).…”

Section: Introductionmentioning

confidence: 99%

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A scoping review to explore how universal design for learning is described and implemented by rehabilitation health professionals in school settings

Kennedy

Missiuna

Pollock

et al. 2018

Child

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This scoping review provides a broad understanding of how RHPs describe and implement UDL-aligned services in school settings. UDL is a promising framework that provides RHPs with guidance on how to support children with diverse needs in the classroom, with the overall aim to promote inclusion of all children. There is a need for further research to determine the effectiveness of UDL as implemented by RHPs and to examine the role of physiotherapists in using UDL-type services.

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Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

A scoping review to explore how universal design for learning is described and implemented by rehabilitation health professionals in school settings

Kennedy

Missiuna

Pollock

et al. 2018

Child

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“…Nesse sentido, portanto, o Desenho Universal para a Aprendizagem pode reduzir as barreiras ao ensino e à aprendizagem. O conceito de Desenho Universal para a Aprendizagem (DUA), de acordo com Oka et al (2017) têm sido caracterizado como base às necessidades de todos os alunos, incluindo alunos com deficiências e estudantes com diferenças culturais e linguísticas. A definição se aprimorou a partir Figura 1.…”

Section: Introductionunclassified

“…de discussões de profissionais da área de arquitetura da Universidade da Carolina do Norte, nos EUA, cujo objetivo principal foi definir um projeto de produtos e ambientes para ser usado por todos, sem a necessidade de adaptação ou projeto especializado para pessoas com deficiência (Carletto e Cambiaghi, 2018). O projeto desenvolvido segundo a abordagem do Desenho Universal, conforme comentam Carletto e Cambiaghi (2018), é o processo de criar produtos acessíveis a todas as pessoas, independentemente de suas características pessoais, idade, ou habilidades, e conforme comentam Oka et al (2017), tem havido grande interesse em integrar a estrutura do DUA em ambientes educacionais.…”

Section: Introductionunclassified

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Um estudo sobre a utilização de Símbolos Pictóricos Táteis em Mapas Temáticos para o Ensino de Geo-grafia no âmbito do Desenho Universal

Andrade¹,

Monteiro²

2019

rcarto

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Este trabajo tuvo como objetivo evaluar el uso de mapas temáticos táctiles con simbología pictórica, que se utilizarán en base al Diseño Universal para el Aprendizaje (DUA). Por lo tanto, es posible utilizar el material didáctico de todos los niños, promoviendo la inclusión de estudiantes con discapacidad visual en la experiencia social y la comunicación con visionarios. Para eso, se hicieron dos mapas con patrones de simbologías distintas: pictórica y abstracta. Los mapas se modelaron en software 3D y se imprimieron utilizando la tecnología Rapid Prototyping. Las pruebas de percepción de estas simbologías se realizaron con estudiantes con discapacidad visual y visual en una escuela en Curitiba, Paraná. A partir de los primeros resultados obtenidos en esta investigación, se sugiere que se indique que la simbología pictórica se utiliza para la representación de características puntuales en el mapeo táctil, ya que era más atractiva para todos los participantes y estimulaba a los estudiantes con discapacidad visual a interacción social y para usar más allá del tacto, lenguaje, que contiene los principios del diseño universal. Sin embargo, al igual que con el uso de símbolos pictóricos para los videntes, algunos símbolos son aprehendidos a medida que se observan y usan en la vida cotidiana, haciéndolos sujetos a la estandarización y al uso universal. El diseño de estos símbolos de la impresión 3D demostró ser efectivo porque permite el modelado de geometrías complejas, lo que permite la combinación de recursos visuales y táctiles para generar mapas desde la perspectiva del Diseño Universal, así como para producir materiales duraderos y fácilmente reproducibles.

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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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Universal Design for Learning in Pre-K to Grade 12 Classrooms: A Systematic Review of Research

Cited by 124 publications

References 19 publications

A scoping review to explore how universal design for learning is described and implemented by rehabilitation health professionals in school settings

A scoping review to explore how universal design for learning is described and implemented by rehabilitation health professionals in school settings

Um estudo sobre a utilização de Símbolos Pictóricos Táteis em Mapas Temáticos para o Ensino de Geo-grafia no âmbito do Desenho Universal

The Universal Design for Learning Framework in Anatomical Sciences Education

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