scholarly journals Educational Inclusion through the Universal Design for Learning: Alternatives to Teacher Training

2020 ◽  
Vol 10 (11) ◽  
pp. 303 ◽  
Author(s):  
Miriam Diaz-Vega ◽  
Ricardo Moreno-Rodriguez ◽  
Jose Luis Lopez-Bastias
Keyword(s):  
Universal Design ◽  
Universal Design For Learning ◽  
Teaching Strategy ◽  
Educational Needs ◽  
Special Educational Needs ◽  
University Professors ◽  
Universal Design For Instruction ◽  
Design For Learning ◽  
Level Of Knowledge ◽  
Educational Inclusion

Universal design for instruction (UDI) is a teaching strategy that has proved its value in the process of educational inclusion, resulting in a fundamental tool for the achievement of objective 4 of the 2030 agenda for sustainable development. The lack of time of university professors and the scarce training offered in this subject make it difficult to know and implement UDI in university classrooms, increasing the risk of exclusion of students with some kind of disability. This study analyses the level of knowledge and implementation of the principles and strategies of UDI by university professors. Those professors did not have prior training, but they had access to the Curricular Adaptations of University Students with Special Educational Needs (CAUSSEN) tool as guide to implement different guidelines. The CAUSSEN tool is a document, developed by the Unit of Attention to People with Disability, in which there is information about UDI guidelines and accommodations referring to students with special educational needs. Results show a wide implementation of the UDI principles, despite the low level of previous knowledge its principles. This study concludes that there are practical alternatives to the lack of training, and that teachers’ self-perception of their own effectiveness and ability to cope with the inclusion of all students should be strengthened.

Revisão Sistemática sobre Desenho Universal para a Aprendizagem entre 2010 e 2015 no Brasil

2018 ◽  
Vol 18 (4) ◽  
pp. 414 ◽  
Author(s):  
Jacqueline Lidiane de Souza Prais ◽  
Vanderley Flor da Rosa
Keyword(s):  
Systematic Review ◽  
Universal Design ◽  
Universal Design For Learning ◽  
Field Research ◽  
Pedagogical Practices ◽  
Scientific Publications ◽  
Teaching Context ◽  
Design For Learning ◽  
Bibliographical Survey ◽  
Educational Inclusion

Para suprir as necessidades de uma prática pedagógica inclusiva, o Desenho Universal para a Aprendizagem - DUA tem representado uma possibilidade qualitativa para com as intenções e a efetivação da inclusão educacional no contexto educacional brasileiro. Portanto, esta pesquisa emergiu da seguinte questão de investigação: de que maneira o Desenho Universal para a Aprendizagem tem sido contemplado nas publicações científicas brasileiras? Para tanto, utiliza-se como metodologia de pesquisa a revisão sistemática das produções científicas brasileiras dispostas e selecionadas no banco de dados do Google Acadêmico e Portal de Periódicos da Capes, que possibilitou a análise de 23 produções. Estes estudos foram classificados e organizados em quatro categorias: (i) que apresentam resultados referentes a um levantamento bibliográfico selecionadas, (ii) que apresentam resultados referentes à pesquisa bibliográfica e propõe apresentar resultados de uma pesquisa de campo, (iii) que apresentam resultados para a construção/uso de um objeto de ensino e, (iv) que apresentam resultados referentes à pesquisa de campo, após análise da aplicação subsidiada ou o não uso do DUA. Como principal resultado e discussão, a pesquisa revela a necessidade de pesquisas que abordem a contribuição didática no campo da prática docente para inclusão educacional no contexto do ensino regular. As pesquisas também evidenciam a necessidade de formação docente para a implantação do DUA no planejamento de ensino e elaboração de atividades pedagógicas inclusivas, que contemplem o uso de recursos tecnológicos potencializando o processo de ensino e de aprendizagem.Palavras-chave: Desenho Universal para a Aprendizagem. Revisão Sistemática. Análise. Produções Científicas.AbstractTo supply the inclusive pedagogical practices necessities, the Universal Design for Learning (DUA, acronym in Portuguese for Desenho Universal da Aprendizagem) has represented a qualitative possibility in relation to the intentions, and implementation of the educational inclusion in the Brazilian educational context. Thus, this article has emerged from the following investigation question: how has the Universal Design for Learning been contemplated in the Brazilian scientific publications? For this purpose, as the research methodology, it is used the systematic review of the Brazilian scientific productions, in which 23 productions were selected in the Academic Google and in the Capes Periodical Portal. These studies were classified and organized in 4 categories: First, that presents selected results about a bibliographical survey; second, that shows results about the bibliographic research that intends to present results of a field research; third, results for construction/use of a teaching object, and fourth, results about the field research after the analysis of the subsided application with the DUA use or not. The main result and discussion of this research reveal the necessity of works that deal with the didactic contribution in the teacher’s practice field for educational inclusion in the regular teaching context. The bodies of research also highlighted that the teacher’s education for the DUA implementation, in the teaching and in the inclusive pedagogical activities, are necessary to contemplate the use of technological resources, maximizing the process of teaching and learning.Keywords: Universal Design for Learning. Systematic Review. Analysis. Scientific Productions.

Administrative Factors in Design and Delivery of Open and Distance Learning Course Materials

2018 ◽  
pp. 117-145
Author(s):  
Hakan Altinpulluk ◽  
Hakan Kilinc
Keyword(s):  
Distance Education ◽  
Universal Design ◽  
Course Design ◽  
Universal Design For Learning ◽  
Design Principles ◽  
Education Systems ◽  
Course Materials ◽  
Universal Design For Instruction ◽  
Design For Learning ◽  
The Disabled

Principles of the Universal Design for Instruction (UDI) can be applied to open and distance education systems as an approach derived from universal design principles. UDI can be used not only for the disabled learners in open and distance education institutions but also for the creation of accessible learning environments for all learners. Within the scope of this study, the history and features of universal design principles in the field of architecture are explained first; then, Universal Design for Learning (UDL), Universal Instructional Design (UID) and UDI concepts, which are educational adaptations of universal design principles, are examined in detail. In the last section, management processes of open and distance education systems, examples of universal design in open and distance education and managerial processes in course design and delivery, are examined. In this way; modern approaches such as UDI principles are studied in terms of their applicability within the framework of design and delivery management in open and distance education environments.

scholarly journals Preconditions of Transforming the Educational Process by Applying Inclusive Education Strategies: Theoretical Background

2021 ◽  
pp. 1-21
Author(s):  
Alvyra Galkienė ◽  
Ona Monkevičienė
Keyword(s):  
Inclusive Education ◽  
Universal Design ◽  
Universal Design For Learning ◽  
Scientific Research ◽  
Theoretical Background ◽  
Practical Implementation ◽  
Special Educational Needs ◽  
Link Type ◽  
Design For Learning ◽  
Inclusive School

AbstractThe experience of the development of inclusive education strategies in various countries has been the source of various conceptions and practices, which have gradually evolved into the axis of the education policy of the late twentieth and early twenty-first century. This chapter presents an overlook of insights that are significant for the practical implementation of inclusive education and substantiated by scientific research. As the perception of inclusive education developed from meeting special educational needs in general schools (Florian. Int J Incl Educ 23(7–8): 691–704. 10.1080/13603116.2019.1622801, 2019) to recognising the variety of needs of all students (Meyer et al. Universal design for learning: theory and practice. CAST, 2014), the Universal Design for Learning (UDL) approach was presented to the pedagogical circles. This chapter of the book examines the fundamental aspects of the UDL approach in the context of the development of the inclusive education construct, from emphasising the Zone of Proximal Development (Vygotsky. Thought and language. MIT Press, 1962) to highlighting the processes taking place in the inclusive education ecosystem (European Agency for Special Needs and Inclusive Education. Inclusive school leadership: exploring policies across Europe. (E. Óskarsdóttir, V. Donnelly & M. Turner-Cmuchal, Eds.). Odense, Denmark. https://www.european-agency.org/sites/default/files/sisl_synthesis_report.pdf. Retrieved 16 April 2021, 2019), revealing the variety of perceptions of student uniqueness and education differentiation concepts in implementing inclusive education, and discussing the differences between the specificities of education goals and their implementation in the UDL and traditional approaches. The analysis of scientific research allowed us to distinguish the basic aspects of the UDL approach that are significant for the transformation of the traditional education system into a high-quality one based on the presumptions of success for every student and formed on the grounds of inclusive education.

scholarly journals Neurodiversity as a teaching tool for educational inclusion.

2020 ◽  
Vol 6 (1) ◽  
pp. 88-97
Author(s):  
Patricia Amezcua Aguilar ◽  
Carmen Flores Melero ◽  
Cristina Marín Perabá
Keyword(s):  
Teacher Learning ◽  
Universal Design ◽  
Universal Design For Learning ◽  
Well Being ◽  
Teaching Tool ◽  
Language Training ◽  
Equal Opportunities ◽  
Academic Field ◽  
Design For Learning ◽  
Educational Inclusion

Great teachers are characterized by the fact that they never stop learning, that is why terms such as the term "pluri-disability" must be in the vocabulary of any of the teachers in our country’s classrooms, the meaning of it, the characteristics it encompasses and those it does not, in order to include this type of student satisfactorily in the socio-academic field. In addition, teacher learning must be based on the inclusion of students, which is why sign language training is required for the complete well-being of students.Different studies in neuroscience show that there are no two equal brains, that is, each person presents a unique way of perceiving and analyzing information that contributes to how learning occurs. This has given way to the development of the paradigm called Universal Design for Learning, which makes it possible to create a curriculum accessible to all, favouring inclusion and equal opportunities.

scholarly journals Distance learning in Higher Education during the first pandemic lockdown: The point of view of students with special educational needs

2021 ◽  
Vol 16 (2) ◽  
Author(s):  
Fabiola Silletti ◽  
Giuseppe Ritella ◽  
Barbara Iacobellis ◽  
Cristina Semeraro ◽  
Erica Episcopo ◽  
...  
Keyword(s):  
Distance Learning ◽  
Universal Design For Learning ◽  
Educational Needs ◽  
Point Of View ◽  
Special Educational Needs ◽  
Online Questionnaire ◽  
Learning Framework ◽  
Design For Learning ◽  
The Impact

The study investigates the perspective on distance learning (DL) of a sample of students with disability. Participants (N= 198; 62% females) completed an online questionnaire. The results highlight that students perceive both advantages and barriers, which vary as a function of the type of disability. This seems to suggest that DL potentials should be evaluated in relation to the specific vulnerabilities and educational needs associated with each type of disability, which might be accomplished by adopting the Universal Design for Learning framework. Also, it may be that the impact of DL depends on the discipline as well as on the teachers’ digital competences, which can make a great difference in the quality of the online lesson and in the overall didactic experience of students with SEN.

scholarly journals Universal Design for Instruction and Learning: A Pilot Study of Faculty Instructional Methods and Attitudes Related to Students with Disabilities in Higher Education

2014 ◽  
Vol 24 (1) ◽  
Author(s):  
R David Black ◽  
Lois A Weinberg ◽  
Martin G Brodwin
Keyword(s):  
Students With Disabilities ◽  
Universal Design ◽  
Universal Design For Learning ◽  
Faculty Attitudes ◽  
Barriers To Learning ◽  
Universal Design For Instruction ◽  
Design For Learning ◽  
Instruction And Learning ◽  
Attitudes Toward Students ◽  
And Training

Universal design in the education setting is a framework of instruction that aims to be inclusive of different learners to reduce barriers for all students, including those with disabilities. We used the principles of Universal Design for Learning (UDL focuses on the learner) and Universal Design for Instruction (UDI focuses on instruction) as the basis for this study. The purposes of this study were to determine if faculty were incorporating UDI/UDL into their instruction, and their attitudes toward students with disabilities, as these could be barriers to learning. The study revealed that some faculty were incorporating principles of UDI/UDL into their instruction, the variety of methods used varied, and faculty attitudes still create barriers to an equitable educational environment for students with disabilities. More education and training is needed in working with students with disabilities and adapting teaching methods for these students using UDI/UDL.

scholarly journals Universal Design for Learning and Instruction: Perspectives of Students with Disabilities in Higher Education

2015 ◽  
Vol 25 (2) ◽  
Author(s):  
Robert D Black ◽  
Lois A. Weinberg ◽  
Martin G Brodwin
Keyword(s):  
Higher Education ◽  
Students With Disabilities ◽  
Teaching Methods ◽  
Universal Design ◽  
Universal Design For Learning ◽  
Learning Preferences ◽  
Barriers To Learning ◽  
Universal Design For Instruction ◽  
Design For Learning ◽  
Learning And Instruction

Universal design in the setting of education is a framework of instruction that aims to be inclusive of different learning preferences and learners, and helps to reduce barriers for students with disabilities. The principles of Universal Design for Learning (UDL) and Universal Design for Instruction (UDI) were used as the framework for this study. The purposes of this study were to evaluate the perspectives of university students with disabilities on teaching methods and strategies conducive to their learning, and evaluate how their perspectives align with UDL/UDI. The findings of this study revealed that there are barriers to learning for students with disabilities. Students with and without disabilities reported having a variety of learning preferences, and rated UDL/UDI principles as useful in improving their learning. The students gave several perspectives that supported the principles of universal design in higher education to enhance the learning of students who have disabilities.

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