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Universal Design for Learning: Theory and practice.

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Abstract

The print version is available through Amazon, etc. but a richer multimedia version (and one that is more accessible) is available freely at: http://udltheorypractice.cast.org/login
... Abb. 9: Übersicht zu UDL (Meyer, Rose et al. 2014) Nach Walkowiak und Nehring (2017) können die drei Prinzipien des UDL auch als das "Was" des Lernens (multiple Mittel der Repräsentation von Informationen), das "Wie" des Lernens (Verarbeitung von Informationen und der Darstellung von Lernergebnissen) sowie das "Warum" des Lernens (multiple Förderung des Lernengagements und der Lernmotivation) angesehen werden (Melle & Wember, 2018;A. Meyer, Rose, & Gordon, 2014). ...
... können die drei Prinzipien des UDL auch als das "Was" des Lernens (multiple Mittel der Repräsentation von Informationen), das "Wie" des Lernens (Verarbeitung von Informationen und der Darstellung von Lernergebnissen) sowie das "Warum" des Lernens (multiple Förderung des Lernengagements und der Lernmotivation) angesehen werden (Melle & Wember, 2018;A. Meyer, Rose, & Gordon, 2014). Die UDL Prinzipien sollen die Arbeit der Lernenden an einem gemeinsamen Gegenstand unterstützen. ...
... Die KMK greift mit ihrer Strategie auf Forschungsergebnisse zurück, die der Digitalisierung das Potenzial zumessen, inklusive Lerngruppen individualisiert und umfassend zu fördern (Bosse, 2012;A. Meyer et al., 2014). Offen bleibt in der KMK-Veröffentlichung, wie die Neuausrichtung des Fachunterrichtes aussehen könnte. Hierzu ist festzustellen, dass die Wirksamkeit digitaler Lernumgebungen im Chemieunterricht vor dem Hintergrund einer heterogenen Schülerschaft noch nicht hinreichend erforscht ist (S. . ...
Thesis
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Die schulische Bildung befindet sich in einem rasanten Wandel, denn Inklusion und Digitalisierung als gesamtgesellschaftlich anerkannte neue Rahmenbedingungen erfordern von den Lehrkräften Basis-kompetenzen in der Realisierung der inklusiven, digitalen Welt in der Schule (Meier, Kremser, Finger, & Huwer, 2020). Für den Chemieunterricht besteht die Herausforderung, die Strategie der Kultusministerkonferenz KMK (2016) zur „Bildung in der digitalen Welt“, deren cha-rakteristisches Merkmal die Verbindung der Inklusion – die Teilhabe Aller an Zugängen zur Bil-dung – und der Digitalisierung, integrativ zu verwirklichen. Dennoch lassen sich für den internati-onalen wie auch für den deutschsprachigen Raum kaum geeignete Modelle als Instrumente zur Planung von inklusivem Unterricht unter Einbindung digitaler Medien finden. Die Paradigmen-wechsel für den Unterricht von exklusiv zu inklusiv und analog zu digital werden meist isoliert be-trachtet und selten in ihrer Gesamtheit bedacht, aber nur in der synthetischen Betrachtung die-ser Aspekte kann der Inklusionsprozess optimiert werden (Muuß-Merholz, 2020). Naturwissen-schaftliche Erkenntnisgewinnung durch Problemlösen bietet aber eine Möglichkeit, verschiedene Anforderungen eines inklusiven Chemieunterrichts zu berücksichtigen, wobei das Promotions-projekt ausdrücklich auf dem weiter zu fassenden Begriff der Inklusion beruht. Die vorliegende Arbeit widmet sich demzufolge der Entwicklung und Validierung eines Modells für den inklusiven Chemieunterricht (MiC) und darauf aufbauend dem Transfer des Modells in eine praxisnahe, in-klusive Lernumgebung unter Verwendung eines interaktiven Lernbuches. Anhand des erfolgrei-chen Transfers des MiC-Ansatzes in eine inklusive, analog-digitale Lernumgebung konnte gezeigt werden, dass die drei Schritte des MiC-Ansatzes handhabbar und praktisch umsetzbar sind. Zu-gleich konnte die Eignung und das Potenzial des Multitouch-Learning-Books für den inklusiven Chemieunterricht nachgewiesen werden.
... In dit onderzoek hebben we ontwerpprincipes ontwikkeld voor een ArtsSciences-leertraject voor hoog functionerende jongeren met ASS die uitgevallen zijn in het reguliere of speciaal onderwijs. Deze principes zijn gebaseerd op de praktijkkennis van SBFK over het ontwerpen van leeromgevingen voor deze jongeren en de theorie van authentieke kunsteducatie (Heijnen, 2015) en Universal Design for Learning (Meyer, Rose & Gordon, 2014). Zowel authentieke kunsteducatie als UDL sluiten aan bij sociaal-constructivistische leertheorieën en vullen elkaar daardoor goed aan. ...
... Achtergrond Universal Design for Learning (UDL) is ontworpen door het Amerikaanse Center for Applied Special Technology en staat, evenals authentieke kunsteducatie, in de traditie van het sociaal-constructivisme, aangevuld met inzichten uit recent hersenonderzoek over leren en ontwikkelen (Meyer et al., 2014;Pilgrim & Ward, 2017). UDL gaat nadrukkelijk uit van grote verschillen tussen lerenden en is "a framework aimed at dismantling participation and learning barriers for all students by centering learner variability in curriculum development" (Waitoller & King Thorius, 2016, p. 370). ...
... De uitgangspunten van UDL zijn niet specifiek ontwikkeld voor leerlingen met een beperking, maar bieden handvatten voor het ontwerpen van een leeromgeving voor iedere leerling, waarin keuzemogelijkheden voor het leerproces vooraf zijn ingebouwd (Meyer et al., 2014). Door bijvoorbeeld de keuzemogelijkheid om een werkstuk in de vorm van een filmpje of geschreven tekst in te leveren, hoeft schrijfvaardigheid geen barrière meer te zijn om te laten zien wat een leerling kan. ...
Research
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In dit ontwerponderzoek zijn ontwerpprincipes voor een ArtsSciences-leertraject ontwikkeld voor jongeren met autisme die uitgevallen zijn uit school en waar geen passend onderwijs voor is. In ArtsScienesonderwijs worden kunst, wetenschap en technologie geïntegreerd, staat een maakdidactiek centraal en wordt aan complexe, maatschappelijke problemen gewerkt. Op basis van deze principes is een ArtsSciences leertraject ontworpen dat getest is in de praktijk en geëvalueerd is door de docent, coaches en een deelnemer van het traject.
... All of the above have implications for Universal Design for Learning (UDL). UDL is a framework supported by empirical data, which guides the design of curriculum that is accessible to all learners (Meyer et al., 2014). The three fundamental principles of UDL are: engagement; representation; and action & expression (Meyer et al., 2014). ...
... UDL is a framework supported by empirical data, which guides the design of curriculum that is accessible to all learners (Meyer et al., 2014). The three fundamental principles of UDL are: engagement; representation; and action & expression (Meyer et al., 2014). Engagement accesses the affective networks of the brain, that supports the why of learning (Meyer et al., 2014). ...
... The three fundamental principles of UDL are: engagement; representation; and action & expression (Meyer et al., 2014). Engagement accesses the affective networks of the brain, that supports the why of learning (Meyer et al., 2014). It motivates learners and stimulates their interest by showing the relevance of the content being taught. ...
Article
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Digital storytelling has been applied to higher education to teach hard and soft skills. Studies in health sciences show the benefit from hearing directly from patients sharing their lived experiences. In collaboration with a traumatic brain injury (TBI) survivor and his family, this paper documents higher education students providing feedback about 6 digital stories introduced into a graduate certificate program. This project examined whether students can improve their understanding of TBI through these digital stories while increasing their soft skills, such as empathy. In total, 37 students provided feedback. All students reported that the digital stories improved their understanding of TBI. The majority of students (89%) also rated the emotional quality of the digital stories as Extremely Good or Very Good. A qualitative analysis of students' responses revealed the following themes: Perspective-Taking, Knowledge Gained and Suggestions for Improvement. Implications are discussed for schema and whole brain learning.
... El diseño universal de aprendizaje se enmarca en un paradigma inclusivo, cuyo sustento teórico se fundamenta principalmente en las neurociencias (Alba Pastor, Sánchez Serrano, & Zubillaga del Río, 2013). Asimismo, autores como (Meyer, Rose, & Gordon, 2014) señalan que el DUA se sustenta como una estrategia de enseñanza en base a proporcionar oportunidades equitativas para alcanzar altos estándares entre la diversidad de estudiantes. Desde la concepción didáctica, autores como (Medina & Salvador, 2009) lo sitúan dentro del enfoque didáctico para la individualización. ...
... El Diseño Universal de Aprendizaje, está conformado por tres principios orientadores, que surgen tras un serie de investigaciones neurocientíficas vinculadas con tres tipos de redes cerebrales de aprendizaje: a) redes de conocimiento que detectan y perciben la información del medio y la transforman en conocimiento útil; b) redes estratégicas que planifican, organizan e inician acciones con un propósito en el medio ambiente; y c) redes afectivas que monitorean el ambiente interno y externo para establecer prioridades, para motivar y participar en el aprendizaje (Meyer et al., 2014). Estos tres principios afirman (Sánchez, Castro, Casas, & Vallejos, 2016) sirven como base para el desarrollo y transformación de los currículos: ...
... 3. El 3º principio orientador es proporcionar múltiples medios de participación que está relacionado con la red de aprendizaje afectiva (Meyer et al., 2014). Aquí el elemento central, es el componente emocional, es decir, considerar una planificación de clase que incorpore los intereses y preferencias de los estudiantes. ...
... UDL aims to develop curricula and instruction that meet the needs of all students from all cultural backgrounds (Dymond et al., 2006;Gardener & Whittaker, 2006), students with disabilities or without disabilities (Sailor & McCart, 2014;Shogren & Wehmeyer, 2014;Thoma et al., 2009), and impact their learning experience (Al-Azawei et al., 2016). Unlike the traditional instructional model that focuses on the "typical" student, UDL addresses all students and accepts that each student learns and thinks differently and has different interests, preferences, abilities, and needs (Center for applied special technology, 2011; CAST, 2020; Rose et al., 2014). ...
... UDL is based on three principles: 1) multiple opportunities for representation, 2) multiple opportunities for action and expression, and 3) multiple opportunities for engagement (Rose et al., 2014). According to Abascal and Civit (2001). ...
Article
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In the last decades, the notion of universal design for learning (UDL) has gained prominence in the Greek educational scene (former government plan in education, projects based on UDL). This educational philosophy is essentially a necessary inclusive practice given the new conditions, the extreme heterogeneity of the student population due to socio-political and economic factors, and the exceptional circumstances due to COVID-19 pandemic. The UDL aims to ensure access and equity in learning for all learners despite differentiating characteristics. With our study, we seek to investigate whether teachers in secondary and second chance schools (SCS) are ready to implement UDL, what their expectations are, what obstacles they face, and the results of implementation through their records in reflection journals, a practice that is fully consistent with the context of UDL.
... Universal Design wird im Übereinkommen über die Rechte von Menschen mit Behinderungen (UN-BRK) als wichtiges Element einer inklusiven Gesellschaft genannt. In Artikel 2 der deutschsprachigen Übersetzung wird es in Anlehnung an Mace definiert als "ein Design von Produkten, Umfeldern, Programmen und Dienstleistungen in der Weise, dass sie von allen Menschen möglichst weitgehend ohne eine Anpassung oder ein spezielles Design genutzt werden können" (Vereinte Nationen 2006: 1424 Meyer et al. 2014). Ausgehend von der Prämisse, es gelte "to address the disabilities of schools rather than students" (Meyer et al. 2014: 3), kamen bei CAST Erkenntnisse der neurowissenschaftlich orientierten Lerntheorie zur Anwendung, um die Gestaltung barrierefreier Lehr-Lern-Kontexte zu ermöglichen. ...
... In Artikel 2 der deutschsprachigen Übersetzung wird es in Anlehnung an Mace definiert als "ein Design von Produkten, Umfeldern, Programmen und Dienstleistungen in der Weise, dass sie von allen Menschen möglichst weitgehend ohne eine Anpassung oder ein spezielles Design genutzt werden können" (Vereinte Nationen 2006: 1424 Meyer et al. 2014). Ausgehend von der Prämisse, es gelte "to address the disabilities of schools rather than students" (Meyer et al. 2014: 3), kamen bei CAST Erkenntnisse der neurowissenschaftlich orientierten Lerntheorie zur Anwendung, um die Gestaltung barrierefreier Lehr-Lern-Kontexte zu ermöglichen. Im Folgenden soll der Ansatz in seinen Grundzügen skizziert werden. ...
Book
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Der vorliegende Band versteht Diversität als Querschnittsthema der Deutschdidaktik und adressiert aktuelle Forschungsfragen aus Perspektive der Literatur-, Medien- und Sprachdidaktik. Dabei werden sowohl theoretisch-konzeptionelle als auch empirische Forschungszugriffe diskutiert und reflektiert. Am Band beteiligt haben sich (in der Reihenfolge der Bandstruktur) Judith Leiß, Magdalena Kißling, Nadine Bieker, Kirsten Schindler, Karina Becker, Martina Kofer, Daniela A. Frickel, Bettina M. Bock, Wiebke Dannecker, Pirkko Friederike Dresing, Anna Kochanova, Pia Sabrina Maria Königs, Laura M. Lewald-Romahn, Julia Podelo, Kristina Schmitt.
... Educational institutions all over the world are embracing Universal Design for Learning (UDL) (Meyer, Rose, & Gordon, 2014) and accessible course design to help ensure that all learners have access to all resources, can complete all tasks, and can engage with others in every way possible. They do this because they believe, morally and philosophically, that inclusive access is the right thing to do, and, more pragmatically, because national laws require it. ...
Conference Paper
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This paper aims to study the means by which text production in second language (L2) can take place after the cyber revolution. The study of Spanish, official language of the Southern Common Market (Mercosur), is a foreign language for L2 students in Brazil. Previous research has found that textual productions break down linguistic and cultural barriers, suggesting that traditional methodologies be reconfigured. Therefore, a 20- hour Spanish course based on discussions via a Whatsapp® group was developed for undergraduate students at the Federal University of São Paulo, in São José dos Campos, Brazil. Comparing the activities used, including traditional face-to-face classroom sessions as well as asynchronous Whatsapp conversations, it was observed that the Whatsapp activity encouraged the students to use more organic and cohesive written argumentation in their study of a second language, Spanish.
... In education from early childhood through to higher education studies (Ashman, 2010;Fovet, 2020;Hayward et al., 2020;Lowrey et al., 2017). The UDL instructional framework is a proactive approach to support the facilitation of today's diverse learners, including, but is not limited to attributes such as age, ethnicity, socioeconomic status, ability, and gender (Edyburn, 2010;Meyer et al., 2014) Developed and updated by the Center for Applied Special Technology (CAST, 2018), the UDL framework encompasses three core dimensions: limiting or reducing barriers to learning, multiple means of engagement, multiple means of representation, and multiple means of action expression. Multiple Means of Engagement address the "why" of learning, recognising that learners differ significantly in how they are motivated or can be engaged in the learning process. ...
Article
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Inclusive education in Australia has resulted in a concerted push for the differentiation of pedagogical teaching approaches by educators across Kindergarten to Year 12 (K-12) learning environments. Such approaches have been shown to meet a diverse range of learner needs found in today's classrooms. While progress is evident at the primary and secondary levels of education, implementing effective inclusive practices in higher education appears stagnant. Utilising the principles of Universal Design for Learning (UDL) in a fully online pre-service teacher training unit, multiple means of representation of the learning content and multiple means of engagement were explicitly incorporated into the online unit design. This approach aimed to proactively support the engagement of all students in an online teaching and learning environment. This study provides preliminary evidence that the application of UDL principles resulted in higher levels of student engagement and lower rates of student attrition. Keywords: Higher education; instructional design; pre-service teachers; professional development; universal design for learning.
... With such a carefully crafted set of videos in hand, content learning can seamlessly occur irrespective of whether or not students can meet face to face. CAST (Centre for Applied Special Technology, Malta) is already doing exceptional work in this direction by designing research based transformative solutions, strategies, systems, practices, and tools for learning, assessment, equity, and access in alignment with the Universal Design of Learning (UDL) principles (Meyer et al., 2014). ...
Article
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In light of our forced migration to the online world, this article argues in favor of a widespread evolution of our approach to education, drifting from rigid to flexible models. Such an optimal system would be able to change from one form and function to another, even in mid-course, without compromising pedagogy. This system has to be based on evidence-based innovative pedagogies and scholarships of teaching and learning. The article proposes a “Convertible Learning System” (CLS)—a synergistic optimization of relative strengths of traditional and online learning approaches, while simultaneously allowing the flexibility that we realize is now critical. Although the examples lie in the realms of tertiary education, the concepts and implications can be beneficial at educational levels.
... Démocratiser la danse signifie un changement de paradigme pour l'enseigner à tous, afin de s'impliquer dans une éducation à visée inclusive qui prône une pédagogie tenant compte de la diversité des élèves dans des groupes hétérogènes. Le défi à relever dans cette approche, découlant d'une conception universelle d'apprentissage(Meyer, Rose & Gordon, 2014), est de développer des dispositifs et de penser à des adaptations répondant aux besoins communs et ce, en revanche, tout en tenant compte de certains Comment et par qui la danse en éducation prépare-t-elle les jeunes aux défis ... ...
Article
In 2018, the Organization for Economic Cooperation and Development (OECD) published a report entitled Future of Education and Skills: Education Project 2030, inviting its 38 member countries to give priority to the acquisition of “transformative” skills in their education policies. In this Quebec (Canada) – France contribution, we have identified the most relevant research findings from the past thirty years that describe how and under what conditions certain components of so-called transformative competencies are developed in the school setting: how can personal well-being, a sense of community, inclusiveness, adaptability, creativity, and openness be developed in conjunction with the teaching and learning of dance? And how do we train dance teachers to do this? After outlining these findings from the content analysis of the literature (L’Écuyer, 1987 ; Bardin, 1998), we make recommendations for training dance teachers to develop transformative skills in students, placing them at the foundation of their ability to act.
... Although this model has a long-standing history, other models have developed in response to it. The functional or interactional model suggests that individuals' environments can be arranged to either facilitate individuals' capabilities or, instead, amplify limitations (Smart, 2009); this has influenced the development of advances in special education such as the Universal Design for Learning (UDL) framework (e.g., Meyer et al., 2014), which offers ways for teachers to re-think the activities and learning environments they create so as to fully include students with a wide range of learning strengths and needs. Some researchers (e.g., Ferri & Connor, 2010) employ a third model of disability, the social/sociopolitical model, which suggests that the notion of "disability" arises only when social structures are constructed in ways that emphasize difference, promote stigma, and facilitate discrimination. ...
Article
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In the current literature review, we studied the articles published between 2010 and July 2020 in six prominent educational psychology journals to determine the extent to which students with disabilities (SWD) have recently been included in the field’s most visible literature, and the nature of that inclusion when it occurred. Although scholars routinely cite articles from special education journals, findings indicated that SWD were specifically included in only 11.4% of the studies that were published. Most of these studied detailed interventions to support students’ math and reading skills, with far fewer articles addressing the remaining breadth of topics across the field of educational psychology. After demonstrating the extent to which SWD have been underrepresented in the field’s top journals over the previous decade, we draw on DisCrit theory to describe how constructs such as ableism and multiple models of disability can help scholars resist deficit mindsets about SWD in their classroom-based research samples. We argue for a proliferation of epistemologies (and subsequently methodologies), enabling educational psychologists not only to account for the experiences of SWD in ways that uphold our field’s commitment to rigorous and ecologically valid research, but also to better ensure that educational psychology theories account for the full breadth of human diversity.
... A Universal Design for Learning (UDL) approach involves designing curricula and assessments that are inclusive from the outset, providing flexible ways for all learners to engage with and to demonstrate their learning [9,10]. The UDL principles can help to create Science, Technology, Engineering and Mathematics (STEM) assessments that allow all learners to succeed [11]. ...
Article
More inclusive, authentic assessments are required to address awarding gaps and to ensure that bioscience students can apply their knowledge to relevant work-based scenarios. In this case report, we present a co-created approach to designing a more inclusive, virtual biochemistry lab assessment for a diverse cohort of ∼270 first-year students. The assignment was to write up an inclusive clinical case study as a one-page journal article. A flipped classroom approach taught the relevant skills, along with simulated labs from Learning Science Ltd. Student Lecturers co-created the assessment, including the marking rubric and the unexemplars. We replaced traditional feedback with a flipped, feed-in approach where students were able to engage in a formative assessment with peer marking and unexemplars. Whilst the summative assessment was marked anonymously, a dialogue-based approach was employed, where students could request personalised audio feed-forward from the tutor. The high pass rate (97%) and student satisfaction score (88%) suggest that this approach is an effective way to challenge, engage and support a large, diverse cohort of students. First-year students who participated in the flipped feed-in experience obtained a significantly higher summative mark (56.7% cf. 50.9%) than those who did not. Interestingly, students in receipt of learning adjustments scored higher marks on average in the summative assessment (59.3% cf. 54.3%), suggesting that we have reversed the disability-based attainment gap. Further investigation into whether a co-created, flipped feed-in approach can reduce attainment gaps based on ethnicity, gender and age is warranted.
... AR also delimits learning in light of senses, in a way that it caters to all the senses, namely, hearing, smell, touch and sight [13], facilitating educational inclusion processes [14]. AR is represented through different action means and processes of students" learning engagement [15] and the related system includes features into the instructors" lecture notes [16], concretely inculcating abstract information to the students. According to [17], AR allows the events that are not easily observed in real life to be observed and thus, it is valuable to education due to its facilitation of an extended combination of learning environment that boosts critical thinking, problem-solving and cooperative communicative skills among students using both physical and digital materials in a single environment [16], [18]. ...
Article
Although, flipped learning has existed for more than a decade, few reviewed studies were highlighted in the literature. Flipped learning has the potential to enhance the learning outcomes in the educational settings. Therefore, this paper presented a literature review on the flipped learning from several fields and settings. A total 51 studies published from 2015 to 2020 were included in the analysis. The results indicated that the majority of the studies were conducted using quantitative method and in higher education setting. Based on the results, limitations and recommendations were identified.
... O CAST e o Desenho Universalcomo algo processual, deixando de focalizar somente nos resultados obtidos. Como os autores colocam, o currículo é pensado de forma acessível, considerando: objetos de aprendizagem, os meios para alcançá-los, os métodos de ensino e os materiais (MEYER; ROSE;GORDON, 2014).É inegável a necessidade de reduzir as barreiras -sejam elas atitudinais, arquitetônicas, comunicacionais, instrumentais e/ou metodológicas -do processo de ensino-aprendizagem. A flexibilização do currículo e a promoção de recursos são formas de promover acesso para todos ao currículo, ampliando as formas de como ele será apresentado e absorvido pelos estudantes:A lição ou currículo deve então ter a flexibilidade e recursos para ampliar as habilidades naturais e reduzir as barreiras desnecessárias para a maioria dos alunos, e permitir que os professores personalizem facilmente para cada aluno. ...
Research
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A presente pesquisa busca compreender as possíveis contribuições que o Desenho Universal para a Aprendizagem (DUA) pode apresentar no processo de ensino-aprendizagem de estudantes com Transtorno do Espectro Autista (TEA). Entendendo a variabilidade de sujeitos que compõe a sala de aula, cada qual cada qual com seus gostos, suas potencialidades, dificuldades, interesses e particularidades de aprendizagem que traça-se o DUA como uma ferramenta que possibilita a inclusão de todos dentro da sala de aula, através da democratização do ensino e na promoção da permanência e o aprendizado de todos os estudantes, principalmente aqueles que necessitam de suportes adicionais. Objetiva-se apontar as possibilidades de aplicação do DUA ao ensino de Geografia, independentemente de conteúdo ou de faixa etária na escolarização de estudantes com TEA em turmas regulares de ensino. De forma mais específica, pretende-se refletir acerca das contribuições do DUA no planejamento e organização de aulas e conteúdos; indagar sobre possibilidades de acessibilidade curricular para promover um processo de ensino numa perspectiva inclusiva com estudantes com TEA; além de realizar um levantamento sobre produções que envolvem o ensino de Geografia, DUA e o TEA.. O trabalho se configura como uma pesquisa bibliográfica em que, verificadas as produções sobre a temática, houve a necessidade de recorrer a alguns outros trabalhos e autores para que fosse possível realizar uma pesquisa com um arcabouço teórico mais consistente – além dos referidos trabalhos já expostos. Observa-se que o DUA incentiva o docente a refletir sobre sua própria prática, buscando pensar ações para valorizar a multiplicidade de estudantes que compõem as classes. Tal interlocução propicia que a Licenciatura em Geografia incorpore debates pouco discutidos no seu campo e possibilita corroborar na construção de um ensino verdadeiramente inclusivo. O currículo ao ser pensado na diversidade, propicia diversos benefícios e proporciona um processo verdadeiramente inclusivo.
... Our main inspiration is the Universal Design for Learning (UDL). UDL (Meyer et al., 2014) is an approach that aims to make learning environments accessible (Nelson et al., 2013) and encourages flexibility and choice. Thus, our concept consists of different modes of experimentation, from which the pupils can choose. ...
Preprint
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Practical work is a central element of physics lessons and offers great opportunities to create positive learning environments for pupils in inclusive learning groups. In order to support teaching staff in designing practical work for learners in heterogeneous ability groups, we have developed a teaching concept for inclusive practical work. The concept combines diverse approaches through different modes of experimentation for different learners. To trial this concept, the topic of "(in)visibility" was chosen, an introductory topic in optics in lower secondary school. Materials for five sets of practical activities were developed. The developed materials were then piloted in four classes in the German state of Hesse. The results show, that combining different modes of experimentation in a teaching unit works overall, but the success depends on the teacher.
... According to the UDL framework, learners differ broadly in three ways; what motivates and engages them, or the affective network, how they take information, or the recognition network, and how they demonstrate their learning, or the strategic network (Meyer, Rose, and Gordon 2014). The UDL framework outlines three guidelines for learning: providing multiple means of engagement, multiple means of representation, and multiple means of action and expression. ...
... Universal Design for Learning (Meyer, Rose, & Gordon, 2014) is an educational framework and accompanying guidelines to support the design of learning goals, materials, methods, assessments, and supporting policies with diverse learners in mind. UDL principles have been utilized in general education and physical education classes to enable teachers to deliver a more child-centered approach to learning (Israel et al., 2014;Lieberman, Lytle, & Clark, 2008).The UDL framework promotes three core principles for teachers to build into their teaching practice. ...
Book
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Inclusion is a central feature of education and physical education (PE), yet addressing inclusion remains a challenge (Heck & Block, 2020; Qi & Ha, 2012; Vickerman, 2012). Therefore, the practices adopted by PE teachers are critical to the success of true inclusion policies. Through the Erasmus+ funded strategic partnership Disentangling Inclusion in Primary Physical Education (DIPPE, https://ec.europa.eu/programmes/erasmus-plus/projects/eplus-project-details/#project/2018-1-LU01-KA201-037316), the consortium consisting of the partners University of Luxembourg (project coordinator), Dublin City University, The Hague University of Applied Sciences, University of Trnava, University of Edinburgh, University of Valladolid, Munster Technological University and the European Physical Education Association (EUPEA) proposes to develop a central free open educational resource, focused on highlighting inclusive PE strategies. The resource shall assist primary teachers to easily access information, resources and tools to support their teaching of PE and include all children in their PE lessons. The online resource is structured around the following thematic aspects identified as those to which teachers welcome supporting guidance most (Scheuer, Heck, Marron, Murphy, & Pitsia, 2021): Attention and concentration, Social emotional and relational, Gross and fine motor skills, Physical capabilities, Chronic conditions, Verbal and non-verbal communication and Sensory. Structuring it in this way enables the resource to highlight the skills learners possess and challenges they may experience as they access the PE curriculum. Focusing on these aspects also enables the resource to outline strategies and supports that promote an inclusive learning environment.
... UDL is premised on an instructional approach that anticipates barriers to learning and circumvents them by representing knowledge in multiple mediums, providing learners with multiple means to evidence their understanding, and engaging learners in multiple ways (Capp 2017). UDL emphasises flexibility and individuality while also planning for variability and diversity from the beginning of the planning process (Meyer et al. 2014). Examples of pedagogical approaches employing UDL principles in music disciplines include education (Darrow 2016;McCord et al. 2014) and theory (Quaglia 2015). ...
... For this, in the socio-educational sphere, the UDL (Centre for Assistive Special Technologies, 2013) is revealed as a theoretical-practical approach that allows for the development of profound inclusive socio-educational proposals. The UDL was developed by the Centre for Assistive Special Technologies (2013) and is founded on advances in neurosciences, learning theories, the results from educational practices and research, and the fundamental contributions from technology (Meyer et al., 2016). Scientific evidence backs the reach of UDL, as it increases the access and participation of all the students, improves academic results and social participation, as indicated by the results from the research by Wook-Ok et al. (2017), Capp (2017Capp ( , 2020, and Rodríguez-Martín et al. (2020). ...
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Social networks are appointed as an opportunity to socially normalize disability, as demonstrated by the growing number of influencers with a disability who are followed by millions of users. Likewise, intellectual disability has its place in the networks, with special relevance among influencers with Down syndrome. In this study, a content analysis of 10 accounts of influencers with Down syndrome from seven different countries was performed. Images, videos, comments, and other interactions with their followers were analyzed. The preliminary results described the influencer profiles, the type of content posted, and their relationship with sponsoring brands. These results indicate that social networks allow them to make their interests visible, take part in the digital environment, and interact with their audience, being a positive influence that promotes respect for diversity. These platforms are positioned as powerful tools for the construction and dissemination of inclusive values and the empowerment of disabled people, minimizing controversial questions such as the instrumentalization of the disability and its association with clichés. With all the analyzed results, it is possible to evidence that Instagram can be considered a privileged network that could be utilized for the eradication of barriers and to ease the inclusion of people with intellectual disabilities in the public sphere. The conclusions are relevant for the scientific community given that they will allow us to achieve social inclusion, thanks to the impact of the posts from the influencers with disability.
... The remaining 10 articles were published in the 2000s. Despite UDL's roots in helping students with disabilities in hospitals to access educational opportunities (Meyer et al., 2014) and its wide acceptance in the field of special education, few of these articles contained participants with disabilities (n = 6; 29%), and five of these articles were focused only on deaf students or students with hearing loss. The remaining article (Montali and Lewandowski, 1996) had a sub-population of students with learning disabilities within their "lessskilled" readers group. ...
This paper provides a brief overview of the history of Universal Design for Learning (UDL), its prominence in the literature, and its use within the educational community. It then provides a critical analysis of the literature base linked to UDL checkpoint 1.2 by examining the relevance to the current trends in education and technology and alignment with checkpoint 1.2 and/or UDL as a whole. Using these criteria, the paper reports how much of the literature base was out-of-date or disconnected to UDL. Given UDL’s prominent position in educational policy, further research into its effectiveness is necessary. Implications are discussed.
... perceptions of and responses to digital device environments have been adapted and enhanced by attending to individuals with physical and mental disabilities (Wehmeyer et al., 2012;Meyer, Rose and Gordon, 2014). Through assistive technology, for example, children with special education needs (SEN) are able to access the general education curriculum (Chambers, 2019;Vincent-Lancrin and van der Vlies, 2020). ...
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This chapter assesses how technological innovations are emerging as one type of solution to the global educational challenges of the 21st Century. It surveys across a broad typology of technologies in the information and communication domain, discussing their scope and affordances in traditional and non-traditional learning, curriculum design and instruction. With an overview of trends, benefits, and risks posed by recent technological advances in education, the aim of the chapter is to present a balanced view of the Education Technology (EdTech) field, highlighting the relevant and necessary concerns within the different spheres of EdTech. Specifically, the chapter discusses critical issues of the digital divide, equitable access to EdTech, privacy and security concerns, the role of teachers and real-world classrooms in an increasingly digitised education setting, and debates concerning the ethical use of artificial intelligence, big data analytics and machine learning. The assessment supports an optimistic but cautionary role for EdTech in addressing education challenges when coupled with continued social and cultural context-driven research. With respect to policy, the assessment concludes that it is worthwhile to encourage innovations and implementations of EdTech globally, accompanied by sensible regulatory guidelines on data sharing, breach of privacy, security, misuse and misrepresentation of claims about what EdTech can and cannot do.
... Darüber hinaus können die Studierenden selbstständig entscheiden, ob sie die selbstverantwortete Lernzeit im Seminar verbringen möchten oder beispielweise sich in die Bibliothek zur Recherche oder an die Schulen für ihre Untersuchungen begeben. Zusätzlich werden den Studierenden im Rahmen der Lernbegleitung einzelne Wahlmodule angeboten, die sie bedarfsbezogen nutzen können, zum Beispiel eine methodische Einheit zum Erstellen von Fragebögen oder eine inhaltlich ausgerichtete zum Universal Design for Learning (Meyer, Rose & Gordon, 2014). Die Projektvorträge werden von mündlichem und schrift lichem Peer-Feedback gerahmt, welches in die Benotung mit eingeht, sodass die Bewertungspraxis auch im Seminar verbal und sichtbar geteilt wird. ...
... The effort to articulate materials in diverse ways for student reception and the acceptance of multiple forms of expression is the basis of Universal Design for Learning (UDL) (Meyer et al., 2014). Universal Design for Learning is an educational framework based on research in the learning sciences, including cognitive neuroscience that guides the development of flexible learning environments and learning spaces that can accommodate individual learning differences. ...
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First-generation college students and those from ethnic groups such as African Americans, Latinx, Native Americans, or Indigenous Peoples in the United States are less likely to pursue STEM-related professions. How might we develop conceptual and methodological approaches to understand instructional differences between various undergraduate STEM programs that contribute to racial and social class disparities in psychological indicators of academic success such as learning orientations and engagement? Within social psychology, research has focused mainly on student-level mechanisms surrounding threat, motivation, and identity. A largely parallel literature in sociology, meanwhile, has taken a more institutional and critical approach to inequalities in STEM education, pointing to the macro level historical, cultural, and structural roots of those inequalities. In this paper, we bridge these two perspectives by focusing on critical faculty and peer instructor development as targets for inclusive STEM education. These practices, especially when deployed together, have the potential to disrupt the unseen but powerful historical forces that perpetuate STEM inequalities, while also positively affecting student-level proximate factors, especially for historically marginalized students.
... When various innovations are being introduced in the conventional course of study, for instance Universal Design of Learning (Meyer et al., 2014); or more expressive presentation of new material using multimedia; or more effective teaching methods; or new mnemonic techniques, students' learning productivity may rise to some extent. This is an evolutionary change. ...
... Our field is a discipline that in many ways has largely remained unchanged for almost five decades, since the passage of the Education of All Handicapped Children Act (1975). Leadership in the field has steadfastly resisted engagement with a wide range of important developments such as the disability rights and justice movements (Fleischer & Zames, 2011), the philosophy of science (Humphreys, 2019), the vast expansion of creative and innovative qualitative inquiry (Lincoln & Denzin, 2011), the field of disability studies (Schalk & Kim, 2020), interdisciplinarity (Frodeman et al., 2017), intersectionality (Collins & Bilge, 2016), neurodiversity (Brown et al., 2017), Universal Design for Learning (Meyer et al., 2013), and the social model of disability (Barnes, 2019). Even when claiming to engage in some of these topics, some of the most powerful voices in the field simply coopt or falsely misappropriate to serve their own ends. ...
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This article provides the introduction to a special issue of the Teachers College Record (TCR) “Imagining Possible Futures: Disability Critical Race Theory as a Lever for Praxis in Education”. We begin by revisiting the seven tenets of DisCrit and citing a truncated intellectual geneology. Next, we trace the importance of a TCR special issue recognizing the mutually constiutive oppressions of racism and ableism. We then briefly describe the powerful premise and substantive contributions of the eight featured articles in this special issue. Each article is featured due to its commitments to link DisCrit theory to practice – engaging praxis through empirical research and/or theoretical engagements examining higher education, teacher education, state standards, k-12 education, carceral education, and international education using a variety of rigorous methods. By taking on racism and ableism across disciplinary boundaries and geographic borders, the contributors to this special issue break open new possibilities.
... A raíz de lo señalado anteriormente, se plantea el Diseño Universal para el Aprendizaje (DUA) (CAST, 2008;Meyer et al., 2014) desde el paradigma de los apoyos, con un enfoque ecológico-contextual, y con una provisión de apoyos universales (Sánchez-Gómez y López, 2020) para la materialización de investigaciones participativas e inclusivas. ...
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El colectivo juvenil es una de las prioridades en las políticas europeas, entre otros por el interés en facilitarles una igualdad de oportunidades que favorezca su participación. Esta investigación analiza la construcción cognitiva y las dimensiones del empoderamiento en jóvenes con discapacidad intelectual moderada (DIM) e indaga cómo las estrategias vinculadas a los principios del Diseño Universal para el Aprendizaje (DUA) -representación, acción y expresión, y estimulación y participación- parecen ser relevantes. Se utiliza la evaluación participativa como metodología en cuatro grupos focales con 35 jóvenes participantes con DIM pertenecientes a diferentes programas formativos de la Comunidad de Madrid. Los resultados muestran que jóvenes con DIM, a través de la evaluación participativa y el DUA, presentan un dominio conceptual, práctico y social similar al obtenido con jóvenes sin discapacidad; y son capaces de realizar una construcción cognitiva adecuada del concepto de empoderamiento. Como hallazgo, la evaluación participativa se muestra facilitadora de siete de las nueve dimensiones del empoderamiento juvenil del proyecto HEBE*. Se identifica la necesidad de incorporar perfiles con DIM en la selección de muestras de jóvenes para estimular procesos inclusivos, empoderadores y romper estigmas sociales.
... Una atención equitativa a la diversidad debe abarcar desde una básica atención de enseñanza-aprendizaje genéricamente personalizada con muy diversos medios de expresión y comunicación, según el DUA (Meyer et al., 2016), hasta llegar a incorporar adicionalmente a todos aquellos especialistas o recursos técnicos y materiales necesarios para impartir una atención inclusiva y también de forma individualizada a los potenciales talentos existentes que además presentan NEE u otra 2e. ...
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The inadequate measures to respond to the educational needs of schoolchildren with high intellectual potential are even more unfair when they are not provided equally to exceptional minds found among pupils with physical or sensory functional diversities, which do not limit their cognitive, artistic or creative capacity. This situation is called twice exceptional. This analysis will focus on the low identification of exceptional ability in people with visual impairment and, therefore, on the lack of measures and resources for addressing their potential in Spain during compulsory education. All pupils in mainstream education who are visually impaired should be screened using the same indications and filters as other young people without these needs, and then their intellectual, creative and artistic potential should be catered for. Based on the national situation regarding twice exceptionality, it is concluded that the application of protocolised detection of exceptional ability and psycho-pedagogical assessments must be extended to all pupils likely to show high intellectual potential, giving specific coverage to all compatible special needs, and should be expressly mentioned in all national and regional legal regulations, ensuring the systematisation of their identification with duly adapted tests that are scientifically valid and reliable. We must improve our knowledge and increase awareness of this twice-exceptional community, who must also be cared for, by providing decisive support for research by organisations and institutions, specialised teacher training in high intellectual abilities —including the educational care teams of the National Organisation for Spanish Blind persons— and resources to promote a fair scientific and pedagogical response.
... Universal Design for Learning (UDL) has the potential to be an inclusive solution to this issue (Roberts et al., 2011). UDL is a research-based framework meant to facilitate the design and implementation of accessible lessons and assessments for all learners (Meyer et al., 2014). The UDL framework is guided by three principles, multiple means of: Engagement, Representation, and Action and Expression. ...
Article
More students with disabilities are attending university than ever before. Many universities are adopting Universal Design for Learning (UDL) as a framework for accessible course design and delivery. Audio podcasting is a strategy well-aligned with all three principles of UDL, providing students with options for engagement, representation, and expression. The current systematic review explored the use of audio podcasting in higher education and its impact on teaching and learning. A total of 17 studies were examined based on the three principles of UDL. Findings suggest that although there is limited evidence of its impact on learning, students and educators find podcasting to be a unique way to engage with content.
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p style="text-align:justify">In the last decades, the notion of universal design for learning (UDL) has gained prominence in the Greek educational scene (former government plan in education, projects based on UDL). This educational philosophy is essentially a necessary inclusive practice given the new conditions, the extreme heterogeneity of the student population due to socio-political and economic factors, and the exceptional circumstances due to COVID-19 pandemic. The UDL aims to ensure access and equity in learning for all learners despite differentiating characteristics. With our study, we seek to investigate whether teachers in secondary and second chance schools (SCS) are ready to implement UDL, what their expectations are, what obstacles they face, and the results of implementation through their records in reflection journals, a practice that is fully consistent with the context of UDL.</p
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The use of digital technology such as augmented reality AR technology has been an important topic of research in several fields, uncovering diverse benefits regarding its impacts. Although there have been numerous empirical studies on the design and evaluation techniques of the AR approach to enhance physical, cognitive, personal, social abilities in science education, their outcomes varied in different science disciplines, and there is a lack of reviews on how the AR has been applied in the field of science education. The aim of this study is to conduct a scoping review on the positivity of AR applications in science education. This study presents a scoping literature review of 26 studies published between 2015-2020 on AR in science education. The results indicated an overall positive impact of AR in science education. The results from this systematic review are expected to provide valuable information regarding the AR usage in science fields.
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There is a growing interest in utilizing technology tools such as augmented reality to support individuals with disability in general and intellectual disabilities in particular. Therefore, the purpose of this study is to assess the effectiveness of augmented reality technology in improving positive outcomes of individual with intellectual disabilities. Following Arksey and O’Malley and Kitchenham guideline, a meta-analysis of the overall effect of augmented reality on individuals with intellectual disabilities was conducted. Twenty-two studies were considered to explore the effect of augmented reality technology on the outcomes of individuals with intellectual disabilities. The result of the majority of the studies indicated that augmented reality technology was effective in improving positive outcomes among individuals with intellectual disabilities. Hence, the study offers the benefits of utilizing augmented reality technology in special needs setting and could be a successful technology among individuals with intellectual disabilities.
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COVID-19 required educators to rapidly change their course programs and structures. Many courses in higher education moved from face to face or blended models to entirely online approaches, and educators were required to grapple with new technologies and, more importantly, new pedagogies to engage students through novel mediums. One key aspect of these emergency pedagogies is the need to embrace responsive approaches to teaching and learning, especially considering program and course structure, assessment and participation. This chapter will outline the pandemic-motivated development of the Graduate Certificate in Learning Design at UTS that made use of both the principles of a Hyflex approach within individual courses as well as microcredentialling and non-linear pathways within the program structure to encourage a self-curated, student directed learning experience. A crucial outcome of this approach is that such a model of course and program structure fits well with the principles of socially-just learning design. Students have more control over what they learn, but also how and where they learn it. This means that the course is more accessible and inclusive of diverse communities.
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Innovation is at its best when we are thrusted into an emergency situation that tests protocols and established norms. In this chapter, authors reflect on the journey of a team of instructional designers in an online learning design unit of a large mid-western university amidst COVID-19. With the influx of a multitude of courses to be transitioned to the online platform, authors describe challenges faced by their unit, coping mechanisms, and lessons learned during this phase. They describe inclusive design thinking and uninterrupted practice in return to robust instructional design models, such as Understanding by Design and Universal Design for Learning. The chapter concludes with examples of tried and tested internal tools and an adaptive workflow catering to a shortened development timeline. These practices and reflections serve as a guiding light as the global world navigates online learning to meet increasing demands of new-age digital accessibility and online course design considerations in higher education beyond COVID-19.
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Zusammenfassung Lernmaterialien im Sportunterricht wird das Potenzial zugeschrieben, die Lernprozesse von Schüler:innen fördern zu können. Dies bezieht sich auf fachliche Aspekte wie das Aneignen komplexer Bewegungen oder die Entwicklung von Lösungen zu Bewegungsproblemen. Mit Lernmaterialien werden aber auch überfachliche Ziele wie die Förderung von Selbstständigkeit, Motivation und Kooperationsfähigkeit in Verbindung gebracht. In dem vorliegenden Beitrag sollen ausschließlich potenzielle Barrieren von Lernmaterialien für fachliche Lernprozesse dargestellt und Kriterien für zugängliche Lernmaterialien formuliert werden. Dazu wird zunächst eine fachdidaktische Perspektive eingenommen, und es werden Barrieren aufgrund unpassender fachlicher Anforderungen und unpassender fachlicher Unterstützung dargestellt. Außerdem werden aus der Perspektive des Multimedialernens eine unnötige Informationsverarbeitung und eine suboptimale Informationsdarbietung als Barrieren von Lernmaterialien im Sportunterricht aufgegriffen. Zuletzt wird mit Fokus auf die visuelle Gestaltung die Perspektive der Pädagogik bei Beeinträchtigung des Sehens berücksichtigt.
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An important prerequisite for a non-discriminatory society is education equality. The result of the policy for equality of educational opportunity was the creation of conditions for inclusive education of all students in the schools of their neighbourhood. The purpose of this doctoral dissertation is to investigate the impact of interactive education-entertainment systems on the successful implementation of inclusive education of children with and without special educational needs and/or disabilities and to develop a new methodology for designing inclusive educational materials. For this purpose, an interactive educational system was designed, developed and evaluated taking into account basic guidelines of instructional design models and frameworks. The educational content of the system focuses on the activities of daily living and is called Waking Up In the Morning (WUIM). It was created based on a new transmedia methodology developed to enhance the motivation to learn by combining traditional games with modern film production processes as well as new media such as 360-degree video production, gaming elements and rules and virtual and augmented reality technologies. WUIM pedagogical documentation is based on the eclectic approach, which incorporates the prevailing educational interventions in the field of special education and training, the principles of so-called traditional learning theories, such as behaviourism, information processing theories and constructivism with its branches, differentiated instruction, universal design for learning, multimedia learning, transmedia learning, game design principles, cutting-edge technology and user experience research field. Traditional and contemporary theories of learning draw their content from educational psychology, that particular branch of psychology that specializes in understanding teaching and learning in educational environments. WUIM has been evaluated in the field by potential users (children with disabilities and specialist therapists). A new research scale was used as a data collection tool, which records all the factors that shape users' overall perceptions of the learning experience when playing games. The results of the evaluation led to the conclusion that WUIM qualifies as a good practice and content creation guide for inclusive education. As learning does not take place in a vacuum, with teachers being considered the key to success in implementing any innovation, the dissertation also raises research questions about teachers' attitudes towards inclusive education and digital educational games, as well as the ethical issues and concerns associated with the use of cutting-edge technology by children. Keywords: activities of daily living, augmented reality, digital educational games, educational technology, educational psychology, inclusive education, motivation, school psychology, transmedia learning, virtual reality, 360-degree video.
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الملخص: هدفت هذه الدراسة إلى التعرف على أثر وحدة مطورة في الهندسة قائمة على التصميم الشامل للتعلم عبر نظم إدارة التعلم الالكتروني على التفكير الهندسي لدى الطلاب ذوي صعوبات تعلم الرياضيات. وتكون مجتمع الدراسة من جميع الأطفال ذوي صعوبات تعلم الرياضيات في الصف السادس الابتدائي في إدارة تعليم عسير، وتكونت عينة الدراسة من الأطفال ذوي صعوبات تعلم الرياضيات في الصف السادس الابتدائي، وعددهم (54) طالبًا تم اختيارهم بالطريقة القصدية تم تقسيمهم لمجموعتين تجريبية عددها(27) وضابطة عددها(27). وقد قام الباحث بإعداد اختبار التفكير الهندسي، بالرجوع للأدب النظري والدراسات السابقة والخبراء في التربية الخاصة والقياس والتقويم، وتم التأكد من صدق الاختبار وثباته. كما عمل الباحث على إعداد وحدة مطورة في الهندسة لتنمية التفكير الهندسي للطلبة ذوي صعوبات تعلم الرياضيات في ضوء احتياجات هؤلاء الطلبة والفئة العمرية. استخدمت الدراسة التصميم شبه التجريبي، للتحقق من أثر الوحدة المطورة على التفكير الهندسي، كما استخدمت التصميم الوصفي التحليلي لتصميم وحدة الهندسة المطورة، ولأغراض المعالجة الإحصائية، وتم استخدام اختبار مان ويتني للإجابة عن السؤال الثاني ، في حين تم استخدام اختبار ويلكوكسون للإجابة عن السؤال الثالث. وأظهرت نتائج الدراسة وجود فروق دالة إحصائيا بين المجموعة التجريبية والمجموعة الضابطة ولصالح المجموعة التجريبية في التفكير الهندسي. الكلمات المفتاحية: التصميم الشامل للتعلم، التعلم الإلكتروني، التفكير الهندسي، صعوبات تعلم الرياضيات. Abstract: The study aimed to investigate the impact of a developed Geometric unit based on the Universal Design for Learning across e-learning management systems on the Geometric thinking among students with Learning Disabilities in Mathematics. The study population consists of all children with mathematics Learning Disabilities in Mathematics for the sixth grade in the Education Management of Asir. The sample consisted of children with Learning Disabilities in Mathematics for the sixth grade who counted (54) students selected intentionally. They were divided into two groups: the control group (27), and the experimental group (27). The researcher prepared a test of Geometric thinking through a review of the relevant literature and previous studies, and consulting the experts in Special Education and educational measurement. Validity and reliability of the Test were ensured. In addition, the researcher prepared on developed Geometric unit for developing Geometric thinking of students with Learning Disabilities in Mathematics in the light of the needs of these students and their stage of age. The present study used the quasi-experimental design to examine the impact of the developed unit on geometric thinking. Also, it used the descriptive-analytical method to determine the design of the developed geometric unit. For the statistical purpose, Mann-Whitney Test were utilized to answer the second question, while Wilcoxon Test was utilized to answer the third question. The results revealed that there was a statistically significant difference between the control group and the experimental group in geometric thinking; this difference was in favor of experimental group. Key words: The Universal Design for Learning, e-learning, Geometric Thinking, Learning Disabilities in Mathematics
Article
Current science instruction does not educate K‐12 students equitably and creates short‐ and long‐term impacts on individual students and society. While students may be present in class, they may not have access to quality science learning experiences. The goals of this paper are to show how science instruction may not be reaching its aim of equitable access and to offer recommendations for creating a new baseline standard for equitable science instruction. Though not exhaustive, this paper identifies groups of students who are marginalized in current‐day science instruction—the racially minoritized, those with physical and cognitive differences, and those in urban or rural communities. First, this paper challenges the neutrality of science by highlighting systemic yet negative outcomes that disproportionately impact minoritized populations in everyday life because of the narrow network of people who define and solve problems. Second, this paper identifies examples where science instruction is not of its highest quality for the highlighted groups. Third, we present a synthesis of research‐informed solutions proposed to improve both the quality of science instruction and its equitable access for the highlighted groups, creating a new baseline standard for equitable science instruction. An elevated baseline would address the existing disparities in who has access to quality science instruction and consequently reduce the gatekeeper effect of who defines and solves societal problems that perpetuate intergenerational inequities.
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This contribution aims to reflect on the didactic and methodological changes brought about by Distance Learning, with particular regard to the concept of Inclusive Teaching. During the last year, in fact, the epidemiological emergency dictated by Covid-19 has led to the emergence of new needs, imposing a redesign of tools and resources in use. All this has had a strong impact on students with disabilities and Specific Learning Disorders (SLD), who, in addition to having fewer digital skills than their European peers, were suddenly forced to follow lessons at home without the physical support of the teacher. It was necessary, in fact, to think and re-think about the design of inclusive educational interventions. From a methodological and conceptual point of view, Inclusive Teaching is linked to the concept of Universal Design for Learning (UDL), an inclusive psycho-pedagogical approach that aims to break down the barriers that exist in learning processes. During the pandemic period, one of the major challenges that scholars have begun to consider is applying the UDL approach, generally used in in-person classes, lectures and online courses.
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STEM jobs are growing at twice the rate of other professions. Due to sophisticated technological advances, current mathematics jobs in particular require less calculational skills and deeper conceptual understanding. Mathematics education research has shown that traditional direct instruction has not prepared students to think critically and advocates more exploratory, inquiry teaching methods. Given that direct or explicit instruction has been the primary approach used with students with disabilities, we explore the feasibility of using an inquiry approach in inclusion settings. In this chapter, we present the results of 7 years of inquiry mathematics co-teaching research and present several co-instructing and co-planning practices that are associated with inquiry mathematics.
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Das Zentrum für Lehrerbildung der Westfälischen Wilhelms-Universität Münster war vom 8. bis 10. September 2021 Gastgeber der Onlinetagung Diversität Digital Denken – The Wider View. Eine Vielzahl der Tagungsbeiträge ist in diesem Band dokumentiert. Nach der durch die SARS-CoV-2-Pandemie schnellen und teils überstürzten Digitalisierung wird die Frage nach nachhaltigen Chancen von Digitalisierung im Hinblick auf Diversität aktueller denn je. Auf der Tagung wurde diskutiert, wie Diversität an Schulen und Hochschulen mit Hilfe digitaler Methoden und Tools gewinnbringend begegnet werden kann – oder auch, wie Digitalisierung bei der Vorbereitung auf das diverse Klassenzimmer helfen kann. Der Band bietet zu dieser Fragestellung ein breites Spektrum an Theorie- und Praxisbeiträgen mit folgenden Schwerpunkten: - Diklusion als Entwicklungskonzept für Schule und Hochschule; - Barrierefreies Lernen für alle durch ganzheitliche digitale Ansätze; - Umgang mit Diversität im coronabedingten Distanzunterricht: Stärken und Schwächen; - Gestaltung eines diversitätssensiblen Fachunterrichts mit Hilfe digitaler Lernumgebungen und Lernplattformen; - Individuelle Förderung von Schüler*innen durch digitale Binnendifferenzierung; - Förderung sprachlicher Kompetenz von Schüler*innen durch digitale Hilfsmittel; - Digitale Lehrkonzepte in Hochschule / Ausbildung zum Thema Diversität sowie Digital vermittelte Förderung (fremd-) sprachlicher und selbstregulativer Kompetenzen.
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Inclusion is seen as an ethical obligation, grounded in notions of equity and social justice for all groups and at all stages of education, with higher education (HE) representing a distinctive space where the inclusion agenda is becoming more influential. However, inclusion is also increasingly recognised as an ambiguous concept that might have lost its critical edge and is in many cases reduced to ‘chatter’. To explore inclusion in this context, we analysed 48 policy documents from the websites of the 24 Russell Group Universities (the ‘elite’, research‐intensive, UK universities) using a critical discourse analysis approach. We found that inclusion was rarely defined clearly, and that tensions, complexity and pedagogical implications of inclusion were not discussed. Inclusion was also related to excellence and ideas about a ‘global university’ that are central to a university’s reputation and ability to attract international students and staff. We see three ways in which these findings are significant: the way inclusion was approached in the policy documents could largely be described as managerial/legalistic, seen as the responsibility of human resources; inclusion was perceived as an act of legal compliance that was also expected to influence everyday relationships – but without an explanation of how this could happen; and inclusion was discussed together with broader debates within HE, e.g. meritocracy, but without a critical reflection on what this means. We, thus, argue that universities should resist treating inclusion as a quality and performance index and recognise that inclusion is linked to the very purposes of HE.
Article
The Metaverse is a 3D virtual environment already populated by our students. In the form of avatars, their unique personas happily collaborate in spaces such as Roblox and Minecraft. After two years of being fully online, remote learning became associated with fatigue from business-model video conferencing tools such as Zoom, Microsoft Teams, and Google Meet. It is time to consider the adoption of customizable Metaverse platforms where educators and their students can safely teach and learn again in the same space. This paper examines contagion theory to frame the breakdown of our classroom environment during the Covid-19 Pandemic and the transition back to a mosaic of hybrid contexts. This paper delineates the merits of the Metaverse as an alternative education space that fosters Universal Design for learning. Additionally, this paper reviews platforms that support multiple entry points for engagement, representation, action, and expression.
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Early Childhood Education and Care (ECEC) policy and practice develops in the early years of life. This understanding will facilitate the implementation of inclusive and equitable quality educational programmes in ECEC. Educators play a primary role and require support and training to proactively plan and address variability in learning across learning environments. Universal Design for Learning (UDL) is a framework guided by the neuroscience and psychology of how learning occurs and guides educators to best support all learners. UDL establishes flexible learning environments that provide accessibility from the outset. By providing multiple means of engagement, recognition, action and expression, educators can promote expert learning to help each learner actualize their potential and understand what serves them best across contexts. When learning environments are established through intentional design predicated on how children learn, educators can better equip young learners with a robust platform for successful future learning impinging on their learning engagement and motivation. This chapter describes efforts in Malta that focus on national decision-making policies and strategies with a clear vision that early childhood years’ experiences impact society, the environment, and the economy. With a focus on UDL and highlighting how executive function can be explicitly scaffolded during STEM learning experiences, this chapter offers examples of initiatives being implemented in Malta.
Article
This essay opens with a question about what science teaching would look like in a world where categorical seams of human diversity were not probabilistic determinants of science learning. After revisiting Hewson and Hewson's description of an “appropriate conception of science teaching,” I detail the ways in which the field of science education has advanced in the decades since that article's publication. Drawing upon Cohen's notion of teaching as an “impossible profession,” I highlight how conceptions of science teaching compete with other popular models of teaching and learning science. Fenstermacher and Richardson's distinction between successful teaching, and good teaching is then presented to demonstrate that even science teaching that is considered successful and good remains embedded in a constrained system where well‐regarded classroom practices may still lead to accumulated negative consequences. The essay ends with a discussion of complexity and recursiveness in science teaching, an argument for science teaching that includes embedded understandings of that teaching and learning on the part of the students themselves, and suggestions for a revised conception of science teaching.
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This article proposes the application of the principles of Universal Design for Learning (UDL) as a framework for promoting inclusion in outdoor learning in primary school settings. The authors conceptualise outdoor learning, highlighting the potential for more child-initiated experiential learning. Yet this paper is not concerned only with outdoor learning, but with the inclusion of all learners in outdoor learning, through enactment of the curriculum in mainstream schooling. The diverse profile of children in primary schools calls on teachers to prepare teaching, learning and assessment activities to address a wide range of social, emotional, physical, cognitive and cultural needs. Contemporary researchers recognise outdoor learning as an effective pedagogy to promote inclusion and therefore reduce the barriers for full participation in the primary classroom. UDL is offered as a framework for planning outdoor learning to support delivery of curricula that are responsive to the needs of all learners. UDL is underpinned by three principles: multiple means of engagement, representation, expression and action. Two vignettes are shared to illustrate how these principles can be applied to outdoor learning in a meaningful and sustained way. The article highlights the benefits for teachers and learners of applying UDL principles to outdoor learning to promote inclusion in the diverse primary class.
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