Use of a UDL Literacy Environment by Middle School Students With Intellectual and Developmental Disabilities

Abstract

Universal Design for Learning (UDL) has been shown to have benefits for students with disabilities. However, little is known about its potential to support literacy for students with intellectual and developmental disabilities (IDD). This qualitative study explored (a) to what extent students with IDD are able to use Udio, an online UDL literacy environment; and (b) how students with IDD experienced and perceived Udio. A grounded theory approach was used to analyze classroom observations, as well as teacher and student interviews. Electronic usage logs and student-produced discussions and projects were analyzed descriptively. Students independently navigated the environment and used embedded supports, including audio-assisted reading and sentence starters. In addition, findings indicate that age-relevant content, choice, and opportunities to socialize in online discussions were especially engaging for students. Further research is warranted to determine how UDL environments affect the literacy development of students with IDD.

Guidelines for designing middle-school transition using universal design for learning principles

“…All learners' needs can be addressed through the application of UDL principles in classroom planning, including, but not limited to those who have learning difficulties and disabilities (Hall, Cohen, Vue, & Ganley, 2015), students with intellectual and developmental disabilities (Coyne, Evans & Karger, 2017), students who have English as a second language (Rao & Torres, 2017), students who are deaf or hard of hearing (University of Vermont, 2017), students from different cultural backgrounds (Chita-Tegmark, Gravel, De Lourdes B. Serpa, Domings & Rose, 2011;Pearson, 2015), and students who struggle with specific areas such as mathematics (Hunt & Andreasen, 2011). When applying the principles teachers provide multiple, flexible ways for students to comprehend and interrogate content, demonstrate skills and understanding, and be more fully engaged.…”

“…The application of Universal Design for Learning principles have been addressed in many areas of the middle school, including in science classrooms (Marino, et al, 2014), for literacy tasks (Coyne, Evans & Karger, 2017), and for mathematics instruction (Hunt & Andreasen, 2011). There is, however, a paucity of research and discussion around how these principles may be applied to transition programs, particularly in the middle school.…”

Supporting high school math and science teachers with universal design for learning implementation

“…Most often the use of digital tools and resources and well developed professional development models that support teachers on the ground floor of teaching and learning are necessary supports for administrators to provide to teachers to implement the framework of UDL. In order to accomplish this, educational leaders must understand the best practices for professional development to support teachers with digital tools and resources, which are often referenced in UDL studies (Brynjolfsson & McAfee, 2014;Coyne et al, 2017;Hitchcock et al, 2016;Koenig et al, 2017;Lim et al, 2015;Rose et al, 2006).…”

“…Students were provided with multiple means of representation through different methods to access the text, multiple means of action and expression through the options of recording, typing, or drawing responses, and multiple means of engagement by selecting articles that appealed to them. Both students and teachers shared success stories when using Udio in engaging students with intellectual disabilities in reading (Coyne, Evans, & Karger, 2017).…”

Universal design for learning : teacher and administrator perspectives in elementary education

“…UDL shows promise to help all students succeed as studies show improved outcomes for students (Al-Azawei et al, 2016;Coyne, Evans, & Karger, 2017;Coyne et al, 2012;Davies et al, 2013;Kennedy, Thomas, Meyer, Alves, & Lloyd, 2014;King-Sears et al, 2015;Kortering et al, 2008;Marino et al, 2014;Rappolt-Schlichtmann et al, 2013;Webb & Hoover, 2015).…”