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Universal Design for Learning is a framework that guides the design of courses and learning environments to appeal to the largest number of learners. It emphasizes flexibility in how instructional material is presented, how students demonstrate their knowledge and skills, and in how they are engaged in learning.
The principles of multiple means of engagement, representation, and action and expression offer instructors an instructional design model to strive for equitable access for all students by offering options, flexibility, and sets goals to accommodate diverse learners regardless of the discipline. In addition, universal design for learning prompts instructors to consider how they might improve their own teaching practice by considering diversity in the classroom, student voice and agency.
Developed first in the late 1990s by the Centre for Applied Special Technology, the pedagogical framework known as “Universal Design for Learning” (UDL) has drawn increasing investment from K-1
Students with disability continue to face dire exclusion in education and there is an urgent need to provide inclusive education for them.
Online learning can create problems for students, particularly those with disabilities, unless platforms and content are designed with accessibility and inclusion in mind.
There are several simple steps that IT can take to make education more inclusive.
This course introduces some of the fundamental principles of accessibility and prepares learners for further study in accessibility and inclusive design. Learners will have an opportunity to explore the major types of disabilities and related assistive technology and adaptive strategies, the most salient contours of the legal landscape, and the major principles that guide universal design and accessible content creation. Spotlight guest videos will highlight firsthand perspectives on disability, as well as topics like disability etiquette, universal design and universal design for learning, accommodation in higher education, campus accessibility policy, and accessibility in a corporate setting.
As part of its barrier-busting mission, CAST offers a number of robust (and free) learning tools. These tools, designed and tested as part of CAST’s research projects, help educators, parents, and students experience the power of flexible learning environments.
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Universal Design for Learning (UDL) is a major trend in education. The goal of UDL is to design educational experiences that allow all students to match their unique ways of learning to varied modes of engagement, information representation, and expression of learning. Although UDL originated from disability accommodations in K-12 settings, its proponents now claim that it can increase learning for all students in all settings. The strong claims made about UDL warrant critical analysis. UDL shares problematic similarities in theory, operationalization, and research with the discredited concept of learning styles. No strong research evidence exists that either approach increases learning. Research on both approaches is hampered by inadequate operationalization. Both learning styles and UDL emphasize diversity in learning over universal learning principles and hypothesize that matching instruction to students’ unique way of learning leads to increased learning. Justifications for both approaches rely on overgeneralizations of neuroscience research. Although UDL shows promise as an educational framework, its proponents need to learn from the flaws of learning styles and follow a more scientifically sound path forward. (PsycInfo Database Record (c) 2021 APA, all rights reserved)
Join us on International Day of People with Disability, Friday 3 December from 1 pm - 2:15 pm AEDT as we launch Australia’s first free online Universal Design for Learning in tertiary education eLearning training. To mark this special occasion, Dr. Frederic Fovet, Associate Professor, School of Education and Technology, Royal Roads University, Canada will be our guest speaker, followed by an official launch of the Universal Design for Learning in Tertiary Education eLearning Training.
Universal Design for Learning (UDL) is a framework to improve and optimize teaching and learning for all people based on scientific insights into how humans learn.
Technology in higher education can be both an aid and a challenge for students with disabilities. Institutions and instructors can take steps to ensur
We all agree that accessibility is the right thing to do. What concrete steps should IT professionals take in order to support access for learners, fa
By implementing UDL, higher education IT leaders can have a profound, quiet, positive (dare we say, sneaky?) impact on learner persistence, retention,
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