Universal Design For Transition: A Single Subject Research Study On The Impact Of UDT On Student Achievement, Engagement And Interest

Abstract

Universal design for transition (UDT) refers to an approach to instructional planning, delivery, and assessment that bridges the gap between teaching academic and functional/transition goals. It builds upon the principals of universal design for learning (UDL) assuring that instructional practices are designed to meet the needs of diverse learners through the use of multiple means of engagement, expression, and representation. UDT assures that instruction includes multiple transition domains, multiple transition assessment, multiple resources/perspectives and student self-determination to support academic achievement and the transition to adult life. The purpose of this study was to determine whether the use of a UDT approach to instructional design and delivery had the results predicted when used in a high school social studies class. A single subject multiple-treatment design was used to determine the impact of each instructional approach. Quantitative data was gathered through observation and survey of 6 students at the secondary-education level. The findings indicated that students with disabilities were more interested and engaged and had better academic achievement when a UDT approach was used compared to the other two approaches. Implications for UDT being an effective evidence-based approach to instruction and assessment, as well as future research on UDT are presented.

Academic Technologies for College Students With Intellectual Disability

“…This allows educators to meet the needs of a wider range of students through varied and flexible instruction (Meyer et al, 2014). There is empirical support for UDL’s effectiveness with students with and without disabilities, including those with ID from the K–12 through college levels of instruction (e.g., Boothe et al, 2018; Coyne et al, 2017; Scott et al, 2011). In a systematic review of 17 empirically-based UDL studies, Seok et al (2018) found effectiveness in 15 studies, and they concluded that the application of UDL principles was effective for all students with or without disabilities.…”

The Employment Continuum: A Framework for Hiring People with Disabilities in Dubai, UAE

“…UDT refers to an approach that bridges the gap between teaching academic and functional/transition goals [28]. UDT combines the concept of barrier-free learning from UDL2 with the transition-based principles as explained by Bruno and Scott (2019) [ 4.…”

The Importance of Teachers’ Universal Design for Transition Principles Knowledge in Preparing Students Who Are Deaf and Hard of Hearing for the Life after School in Saudi Arabia

“…Compared to the UDL framework, on which UDT was based, the UDT design is simple and intuitive, and it is comprehensible by users with a diversity of language, skill and experience backgrounds (Scott et al, 2011). Perceptible information addresses the degree to which the design communicates needful information in a manner that is unaffected by conditions and sensory abilities.…”

“…To realize program success, the teachers must fully understand the principles of UDT. The disabilities literature contains extensive background in the areas of teacher preparation, transition planning and professional development for special needs instructors and conclusively calls for more evidence-based research (Fowler et al, 2014;Scott et al, 2011). In the context of Saudi Arabian schools, a study by Aldabas (2015) suggested intensive instructor training and national special education policies.…”

“…Unfortunately, due to lack of professional development programs, many teachers do not own the experience, awareness, or skills to work on transitioning students with disabilities in school and then into life in general. Scott et al (2011) concluded that the UDT strategies are effective and evidence-based supplements to traditional teaching, engagement, and assessment strategies for special education.…”