STRING COMBINADAS Portal .Periodicos. CAPES - Acervo

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Application of Universal Design for Learning (UDL) Principles to Surgical Education During the COVID-19
Pandemic
Autor: Dickinson, Karen J. ; Gronseth, Susie L.

Assuntos: Adult ; Clinical Competence ; Coronavirus Infections - epidemiology ; Coronavirus
Infections - prevention & control ; COVID-19 ; Curriculum ; Distance education ; Distance learning ;
Education, Medical, Graduate - methods ; Epidemics ; Female ; General Surgery - education ; Humans
; Learning ; Male ; Medical Knowledge ; Models, Theoretical ; Pandemics - prevention & control ;
Pandemics - statistics & numerical data ; Patient Care ; Pneumonia, Viral - epidemiology ; Pneumonia,
Viral - prevention & control ; Practice-Based Learning and Improvement ; Quality Control ;
Quarantine ; Surgery ; Training ; United States ; Universal Design ; Universal Design for Learning
É parte de: Journal of surgical education, 2020, Vol.77 (5), p.1008-1012
Descrição: During the COVID-19 pandemic in 2020, we have faced unprecedented challenges in the
delivery of surgical education. At the time of writing, changes to the structure and nature of the
surgical workforce are occurring rapidly, even daily. Surgical educators are utilizing remote learning
solutions, including flipped classroom approaches, online educational materials, telemedicine, and
simulations, to continue education for surgical residents despite cancelations of face-to-face
instruction. Our objective is to delineate an interdisciplinary strategy, utilizing the principles of
Universal Design for Learning (UDL), by which we can optimize learning during this pandemic. This
perspective describes the UDL framework which can be used to situate solutions to issues with
delivery of surgical education during this pandemic within the broader view of strategic inclusive
instructional design to meet diverse learning needs.. The principles of UDL can inform curricular and
pedagogical changes in surgical education that may be employed during a time of social distancing,
isolation, and quarantine. UDL involves planning flexibility into curricular design from the outset,
recognizing that learners are varied in their learning preferences and capabilities, motivational
characteristics, and environmental constraints. Viewing the design of remote learning opportunities
through the UDL lens aims to remove barriers to learning during this pandemic by targeting three
areas: expansion of the means that information is communicated, ways that learners are supported and
motivated, and approaches to assessing learning through available distance learning technologies
Editor: United States: Elsevier Inc
Idioma: Inglês
Identificador: ISSN: 1931-7204; EISSN: 1878-7452; DOI: 10.1016/j.jsurg.2020.06.005; PMID:
32576451
Fonte: PubMed; Elsevier ClinicalKey Journals; ScienceDirect Journals
Design principles for hybrid learning configurations at the interface between school and workplace
Autor: Cremers, Petra H.M ; Wals, Arjen E.J ; Wesselink, Renate ; Mulder, Martin
Assuntos: Authentic learning ; Blended Learning ; College Programs ; Competency Based Education ;
Design Requirements ; Education ; Educational design research ; Educational planning ; Educational
Practices ; Educational Principles ; Educational Research ; Educational Technology ; Guidelines ;
Heuristics ; hoger onderwijs ; Hybrid learning configuration ; Instructional Design ; Instructional
Development ; Interdisciplinary Approach ; Knowledge management ; Learning ; Learning and
Instruction ; leermethoden ; Original Paper ; Program Validation ; Schools ; Sociology of Education ;
University of applied sciences ; Vocational education ; Vocational education planning ; Work
environment
É parte de: Learning environments research, 2016, Vol.19 (3), p.309-334
Descrição: In today’s knowledge society, there is a demand for professionals who are able to create
knowledge across boundaries of disciplines, professions and perspectives. Traditional universities,
universities of applied sciences and institutions for vocational education are all challenged to educate
these knowledge workers. Accordingly, these institutions are developing competence-based education
programmes that promote authentic, self-directed learning and the development of a professional
identity. A possible environment for realising this type of learning is the hybrid learning configuration
in which learning is embedded in ill-defined and highly-authentic tasks. This study attempted to
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identify a set of principles that can underpin the design of such a learning configuration at the interface
between school and workplace. The research approach consisted of educational design research.
Starting from cognitive constructivist and socio-cultural perspectives, a set of initial design principles
was developed and evaluated from the perspective of the participants during three consecutive
iterations of design and implementation. The process resulted in a set of seven refined design
principles which can be used as heuristics to guide the design and development of hybrid learning
configurations in contexts that have similar goals and aligned tenets.
Editor: Dordrecht: Springer Netherlands
Idioma: Inglês
Identificador: ISSN: 1573-1855; ISSN: 1387-1579; EISSN: 1573-1855; DOI: 10.1007/s10984-016-
9209-6
Fonte: Education Resources Information Center (ERIC); Springer Online Journals Complete
Universal Design for Learning - A framework for inclusion in Outdoor Learning
Autor: Kelly, Orla ; Buckley, Karen ; Lieberman, Lauren J. ; Arndt, Katrina

Assuntos: Access to Education ; Barriers ; Curriculum Studies ; Education ; Elementary School
Students ; Environmental and Sustainability Education ; Experiential Learning ; Inclusion ;
Instructional Effectiveness ; Learner Engagement ; Original Paper ; Outdoor Education ; Sociology of
Education ; Student Diversity ; Student Needs ; Teaching Methods ; Vignettes
É parte de: Journal of outdoor and environmental education, 2022, Vol.25 (1), p.75-89
Descrição: 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.
Editor: Singapore: Springer Nature Singapore
Idioma: Inglês
Identificador: ISSN: 2206-3110; EISSN: 2522-879X; DOI: 10.1007/s42322-022-00096-z
Universal Design for Learning: Scanning for Alignment in K–12 Blended and Fully Online Learning
Materials
Autor: Basham, James D. ; Smith, Sean J. ; Satter, Allyson L.

Autor: Basham, James D ; Smith, Sean J ; Hall, Tracey E
Assuntos: Access to Education ; Accessibility (for Disabled) ; Disabilities ; Disabled students ;
Distance learning ; Instructional design ; Instructional Materials ; Measurement Techniques ; Online
Courses ; Online instruction ; Test Construction
É parte de: Journal of special education technology, 2016, Vol.31 (3), p.147-155
Descrição: In the process of evaluating online learning products for accessibility, researchers in the
Center on Online Learning and Students with Disabilities concluded that most often consultation
guides and assessment tools were useful in determining sensory accessibility but did not extend to
critical aspects of learning within the Universal Design for Learning (UDL) framework. To help fill
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this void in assessment, researchers created the UDL Scan tool to examine online learning products
alignment to the UDL framework. This article provides an overview of how accessibility has been
historically measured and introduces the need to move beyond the traditional understanding of
accessibility to a broader UDL-based lens. With this understanding, a UDL Scan tool was developed
and validated to investigate the alignment of online learning content to UDL. This article will present
the process of development, the validation, and discuss how the measurements provide critical
benchmarks for educators and industry as they adopt new online learning systems.
Editor: Los Angeles, CA: SAGE Publications
Idioma: Inglês
Identificador: ISSN: 0162-6434; EISSN: 2381-3121; DOI: 10.1177/0162643416660836
Fonte: SAGE Premier 2020; ERIC - Full Text Only (Discovery); Alma/SFX Local Collection
Utilization of design principles for hybrid learning configurations by interprofessional design teams
Autor: Cremers, Petra H.M ; Wals, Arjen E.J ; Wesselink, Renate ; Mulder, Martin
Assuntos: Blended Learning ; Curriculum design ; Curriculum development ; Design expertise ;
Design knowledge ; Design principles ; Education ; Educational planning ; Educational Psychology ;
Educational Research ; Foreign Countries ; Guides ; Hybrid learning configuration ; Instructional
Design ; Interactive learning ; Interprofessional education ; Intervention ; Learning and Instruction ;
onderwijs ; Pedagogic Psychology ; Research Utilization ; Teacher as designer ; Teamwork ;
Workshops
É parte de: Instructional science, 2017, Vol.45 (2), p.289-309
Descrição: Educational design research yields design knowledge, often in the form of design
principles or guidelines that provide the rationale or ‘know-why’ for the design of educational
interventions. As such, design principles can be utilized by designers in contexts other than the
research context in which they were generated. Although research has shown that quality support is
important for design success, less is known about processes that promote utilization of design
principles as the rationale for instructional design. In this study we therefore explored an intervention
for promoting the utilization of a set of research-based design principles in educational practice. This
intervention aimed to promote utilization through enhancing perceived usefulness of the design
principles by design teams in various contexts. The set of design principles that was utilized by the
design teams in this study underpins the design of so-called hybrid learning configurations that are
situated at the interface between school and workplace. The intervention was developed from the
perspective of boundary crossing theory and was conducted with four different design teams. It was
evaluated by way of a questionnaire and a dialogue with members of the design teams. This boundary
crossing intervention appeared to bring about the desired outcomes. Most of the design team members
considered the set of design principles useful in several different ways and they expected that
utilization of the principles would lead to an improved learning configuration.
Editor: Dordrecht: Springer
Idioma: Inglês
Identificador: ISSN: 0020-4277; ISSN: 1573-1952; EISSN: 1573-1952; DOI: 10.1007/s11251-016-
9398-5; CODEN: INLSBJ
A MOOC on Universal Design for Learning Designed Based on the UDL Paradigm
Autor: Nieves, Liliana Herrera ; Moya, Emilio Crisol ; Soldado, Rosana Montes
Assuntos: Academic Accommodations (Disabilities) ; Access to Education ; Electronic Learning ;
Foreign Countries ; Inclusion ; Instructional Design ; Integrated Learning Systems ; Online Courses ;
Students with Disabilities ; Universities ; Usability ; Virtual Classrooms
É parte de: Australasian Journal of Educational Technology, 2019, Vol.35 (6), p.30-47
Descrição: This article presents the design and pilot of an open online course, based on the principle
of universal design for learning (Center for Applied Special Technology, 2011), to promote inclusive
virtual education as an improvement transferable to other contexts. The course constitutes the first
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massive open online course (MOOC) training proposal of the University of Atlántico in Colombia. In
this case study, we employed the instructional design methodology of analysis, design, development,
implementation, and evaluation (Branch, 2009) and the universal design for learning guidelines. The
design of this online training activity enhances the quality of inclusive virtual education, improves
accessibility with no need for platform adjustments, and involves participants in their learning. This
educational initiative complements the academic offer for students, graduates, administrators, teachers,
and external guests, and contributes to the democratisation of education. The result is the creation of a
MOOC, "Inclusive Educational Contexts: Design for all", which is accessible to a diverse range of
learners. Implications for practice or policy: (1) With this MOOC, universities can translate the
concept of inclusion to the academic community; (2) Teachers may acquire competence in universal
design for learning and evaluation of digital learning content with respect to usability, which would
improve their virtual learning spaces; and (3) Information technology departments need to consider the
importance of integrating assistive technologies into Moodle to improve the accessibility and usability
of the platform itself.
Editor: Australasian Society for Computers in Learning in Tertiary Education
Idioma: Inglês
Identificador: ISSN: 1449-5554; ISSN: 1449-3098; EISSN: 1449-5554; DOI: 10.14742/ajet.5532
Fonte: Education Resources Information Center (ERIC); Alma/SFX Local Collection; DOAJ
Directory of Open Access Journals - Not for CDI Discovery
Leveraging emerging technology to design an inclusive future with universal design for learning
Autor: Mcmahon, Don Douglas ; Walker, Zachary

Assuntos: Access to Education ; accessibility ; Artificial Intelligence ; Assistive Technology ; Autism ;
Automatisierung ; Barriers ; Behinderung ; Communication ; Curricula ; Decision Making ; Design ;
Digitale Medien ; Educational Experience ; Educational Strategies ; Educational Technology ;
Educational Trends ; Evidence Based Practice ; Faculty Development ; Futures (of Society) ;
Guidelines ; Handicapped accessibility ; immersive technology ; Implementierung ; Inclusion ;
Inklusion ; Instructional Design ; Intellectual disabilities ; Interactive learning ; Intervention ;
Künstliche Intelligenz ; Medieneinsatz ; Special education ; Students with Disabilities ; Teacher
Attitudes ; Teachers ; Teaching Methods ; Technology Acceptance Model ; Technology adoption ;
Technology Integration ; Technology Uses in Education ; Trend Analysis ; Universal design ; universal
design for learning ; Unterrichtsmedien ; Unterstützung ; USA
É parte de: CEPS journal, 2019, Vol.9 (3), p.75-93
Descrição: The aim of this article is to explore the opportunities and challenges that arise with the
proliferation of new technology, to provide an understanding of why it is important to try new
strategies in education, and to provide an inclusive framework for experimentation using tools such as
robotisation, automatisation, artificial intelligence and immersive learning. Significant challenges exist
in implementing transformative technologies with a limited or non-existent evidence base for their use,
and designing inclusive educational experiences with a limited evidence base is even more
challenging. In order to address this need, the article presents some ways in which educators can make
informed implementation decisions around these new tools. First, we examine the rule of the least
dangerous assumption, which supports trying new technologies even if the evidence base is lacking.
Next, we present a strategy that educators can use to apply the research-based framework of UDL in
order to make informed implementation choices with new technologies. Finally, based on information
gained from experience in providing professional development, school level implementation,
individual student interventions and teacher focus groups, we offer some recommendations for
practice. We present several fun propositions that can help create a culture to support educators as they
endeavour to create inclusive educational experiences with emerging technologies. We also explore
current trends in technology use, describing and providing practical examples of implementation and
integration to support a more inclusive future with emerging technologies. (DIPF/Orig.)
Editor: Ljubljana: University of Ljubljana, Faculty of Education
Idioma: Inglês
Identificador: ISSN: 2232-2647; ISSN: 1855-9719; EISSN: 2232-2647; DOI: 10.26529/cepsj.639
Fonte: ERIC - Full Text Only (Discovery); DOAJ Directory of Open Access Journals - Not for CDI
Discovery
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The Universal Design for Learning Framework in Anatomical Sciences Education
Autor: Balta, Joy Y. ; Supple, Briony ; O'Keeffe, Gerard W.

Assuntos: Access to Education ; Anatomy ; Clinical Experience ; Education ; Educational Change ;
Educational Principles ; Educational Trends ; Foreign Countries ; gross anatomy education ;
Instructional Design ; integrated curriculum ; medical education ; Medical Students ; pedagogy ;
Science Education ; Sciences education ; Universal design ; universal design for learning
É parte de: Anatomical sciences education, 2021, Vol.14 (1), p.71-78
Descrição: Over the past decades, teaching and learning within the discipline of anatomy has
undergone significant changes. Some of these changes are due to a reduction in the number of teaching
hours, while others are related to advancements in technology. Faced with these many choices for
change, it can be difficult for faculty to decide on which new developments in anatomical education
need or indeed can be integrated into their course to enhance student learning. This article presents the
universal design for learning (UDL) framework—an informed, evidence‐based, and robust approach to
underpin new course design and pedagogical reform in anatomy education. Universal design for
learning is not a theory but a framework grounded in cognitive neuroscience that focuses on engaging
multiple brain networks. The guidelines for UDL are organized into three core principles: (1) provide
multiple means of representation, (2) provide multiple means of action and expression, and (3) provide
multiple means of engagement. The learning space within the anatomy laboratory provides an
excellent opportunity in which to apply this framework. This article also describes current trends
employed in the teaching of anatomy. The principles of UDL are then outlined, followed by a
description of how UDL approaches have been applied in the design and delivery of anatomy practical
teaching to first year medical students at University College Cork. Future implications for this work
are a consideration and investigation of how a course designed with the principles of UDL at its heart
ultimately benefits student learning.
Editor: United States: Wiley
Idioma: Inglês
Identificador: ISSN: 1935-9772; EISSN: 1935-9780; DOI: 10.1002/ase.1992; PMID: 32539206
Fonte: Education Resources Information Center (ERIC); PubMed; Wiley Online Library All Journals
Extending Universal Design for Learning through Concurrent Enrollment: Algebra Teachers’ Perspectives
Autor: Staats, Susan ; Laster, Lori

Assuntos: Academic Achievement ; Access to Education ; access to higher education ; Algebra ;
College School Cooperation ; Dual Enrollment ; English Language Learners ; Equal Education ; equity
; Ethnicity ; Immigration ; Income ; inquiry learning ; Learning ; mathematical modeling ;
Mathematical Models ; Mathematics Instruction ; Mathematics Teachers ; Race ; Secondary School
Students ; Secondary schools ; Student Attitudes ; Students ; Teacher Attitudes ; Teaching ; Teaching
Methods ; Undergraduate mathematics ; universal design for learning ; universal instructional design ;
Universities
É parte de: Education sciences, 2018, Vol.8 (4), p.154
Descrição: Concurrent enrollment refers to partnerships between postsecondary institutions and
schools through which secondary school students can complete a university class taught by a
qualifying secondary school teacher at their secondary school. We propose that concurrent enrollment
programs are an under-recognized tool for extending the impact of Universal Design for Learning
(UDL). The context of our study is an equity-focused university course in algebraic mathematical
modeling that is also offered through concurrent enrollment in over 30 secondary schools to over 800
secondary students annually in our state of Minnesota, U.S.A. This paper presents a qualitative
analysis of secondary school teachers’ experiences implementing the inquiry pedagogy and the equity
goals of the course. Several results are important for UDL. Teachers (1) describe equity in social terms
of race, ethnicity, income, immigration, and language status in addition to measures of academic
success; (2) perceive improvements in students’ attitudes towards mathematics, school, and university
education; (3) perceive student academic growth through mathematical writing; and (4) report close
relationships with students. If higher education faculty design their on-campus classes to incorporate
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UDL principles, concurrent enrollment offers the potential to improve inclusive pathways from
secondary schools to universities.
Editor: Basel: MDPI AG
Idioma: Inglês
Identificador: ISSN: 2227-7102; EISSN: 2227-7102; DOI: 10.3390/educsci8040154
Discovery
Universal design for learning for educating students with intellectual disabilities: a systematic review
Autor: AlRawi, Jamelh Moshbab ; AlKahtani, Mohammed Ali

Assuntos: Behavior ; Instructional design ; Intellectual disabilities ; Intervention ; interventions ;
Learning disabled students ; Learning styles ; Review ; Stories ; Students ; students with intellectual
disabilities (ID) ; Systematic review ; UDL ; Universal design ; Universal Design for Learning
É parte de: International journal of developmental disabilities, 2022, Vol.68 (6), p.800-808
Descrição: This review analyzes studies carried out between 2008 and 2018 which examined the
educational impact of interventions based on the Universal Design for Learning (UDL) for students
with Intellectual Disabilities (ID). The review aims to determine the research designs and methods of
these studies, and their interventions and effectiveness. Seven studies met the inclusion criteria used in
this review. The review demonstrated the diversity of research designs and methods used, which
included quantitative, qualitative and mixed methods. The interventions included the use of digital
environments, e-books, shared stories, audio systems, software and educational activities; all based on
the principles of UDL. The reviewed studies confirmed the effectiveness of these interventions in
educating such students, whether in academic, social or behavioral aspects. The study recommends
further research to give greater clarification of the impact of UDL on the academic, social and
behavioral aspects of the education of students with ID. It also recommends increasing the number of
research participants and using a qualitative approach to better understand the lived experience of
applying these interventions.
Editor: England: Maney Publishing, Hudson Road
Idioma: Inglês
Identificador: ISSN: 2047-3869; EISSN: 2047-3877; DOI: 10.1080/20473869.2021.1900505; PMID:
36568615
Fonte: PubMed; PubMed Central; CINAHL with Full Text
Universal Design for Learning in Teaching Large Lecture Classes
Autor: Dean, Tereza ; Lee-Post, Anita ; Hapke, Holly

Assuntos: Access to Education ; Audience Response Systems ; Correlation ; Homework ; Instructional
Design ; Integrated Learning Systems ; Introductory Courses ; Large Group Instruction ; Lecture
Method ; Likert Scales ; Marketing ; Notetaking ; Outcomes of Education ; Program Effectiveness ;
Regression (Statistics) ; Student Satisfaction ; Surveys ; Teaching Methods ; Undergraduate Students ;
Universal design ; Visual Aids
É parte de: Journal of marketing education, 2017, Vol.39 (1), p.5-16
Descrição: To augment traditional lecture with instructional tools that provide options for content
representation, learner engagement, and learning expression, we followed the Universal Design for
Learning (UDL) principles to design and implement a learning environment for teaching and learning
in large lecture classes. To this end, we incorporated four carefully selected instructional tools
(PowerPoint, lecture notes, clickers, and MindTap) in the proposed UDL environment for an
introductory marketing class of over 600 students. Self-reported and objective measures were collected
to assess the effectiveness of the UDL environment by evaluating its impact on perceived learning,
satisfaction with the instructional tools, and actual learning. Our study aims to provide educators with
suggestions on how to meet the needs of a diverse group of students in large lecture classes without
compromising the quality of teaching and learning.
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Idioma: Inglês
Fonte: Education Resources Information Center (ERIC); SAGE Premier 2020
Universal Design of Learning and and inclusion in Basic Education
Autor: Espada Chavarria, Rosa Maria ; Miriam Bernarda Gallego Condoy ; Rayco Hautacuperche
Gonzalez Montesino
Assuntos: Education ; Instructional design ; Universal design
É parte de: Alteridad (Cuenca, Ecuador), 2019, Vol.14 (2), p.207
Descrição: Inclusive education maintains that equity must be the target and the most precious value of
current education systems. Under this premise, change and innovation in the school are inherent to
such a target, in order to foster equality of opportunity. These changes, among others, affect teaching
methodology and strategies. Thus, educating without exclusions will also correspond to teachers. This
research will be approached from this perspective, with the objective of approaching the reality of
knowledge and the use of didactic strategies that put into practice the universal design for learning
(UDL) of basic education teachers. This is followed by a descriptive study using a mixed methodology
that presents both quantitative and qualitative data. The final sample is 26 teachers, who work with
children between the ages of 7 and 12, from 4 educational establishments: 2 Fiscal Commission, 1
Private individual and 1 Bilingual intercultural, represented in 3 natural regions of Ecuador. The main
results reflect the limited knowledge of the SAD and the principles and, on the other hand, the demand
of teachers for specialized training in attention to diversity and educational inclusion through the
universal design of learning. The type of teacher intervention and the degree of involvement and
participation of the students according to the geographical area of the country is relevant. La educación
inclusiva, sostiene que la equidad debe ser el fin y el valor más preciado de los sistemas educativos
actuales. Bajo esta premisa, el cambio y la innovación en la escuela son inherentes a tal fin para
fomentar la igualdad de oportunidades. Estos cambios, entre otros, afectan a la metodología y a las
estrategias docentes. De este modo, educar sin exclusiones corresponderá también a los docentes.
Desde esta perspectiva se aborda la presente investigación, con el objetivo de aproximarnos a la
realidad sobre el conocimiento y uso de estrategias didácticas que pongan en práctica el diseño
universal para el aprendizaje (DUA) de los docentes de educación básica. Así, se presenta un estudio
descriptivo en el que se ha utilizado una metodología mixta que ofrece tanto datos cuantitativos como
cualitativos. La muestra final es de 26 docentes, que trabajan con niños entre 7 y 12 años, de 4
establecimientos educativos: 2 fiscomisionales, 1 particular y 1 bilingüe intercultural, representados en
3 regiones naturales de Ecuador. Los resultados principales reflejan el conocimiento limitado del DUA
y sus principios y, por otro lado, la demanda de los docentes de formación especializada en atención a
la diversidad e inclusión educativa a través del diseño universal del aprendizaje. Destacan el tipo de
intervención docente y el grado de implicación y participación del alumnado en función de la zona
geográfica del país. A educação inclusiva argumenta que a equidade deve ser o fim e o valor mais
precioso dos sistemas educativos atuais. Sob esta premissa, a mudança e a inovação na escola são
inerentes a este fim, a fim de promover a igualdade de oportunidades. Essas mudanças, entre outras,
afetam a metodologia e as estratégias de ensino. Deste modo, educar sem exclusões corresponderá
também aos professores. É a partir desta perspectiva que esta pesquisa é abordada, com o objetivo de
aproximar-se da realidade do conhecimento e uso de estratégias didáticas que colocam em prática o
desenho universal para a aprendizagem (DUA) de professores da educação básica. Assim, apresenta-se
um estudo descritivo no qual foi utilizada uma metodologia mista que oferece dados quantitativos e
qualitativos. A amostra final é de 26 professores, trabalhando com crianças entre 7 e 12 anos de idade,
de 4 estabelecimentos educacionais: 2 fiscomisionais, 1 particular e 1 intercultural bilíngüe,
representados em 3 regiões naturais do Equador. Os principais resultados reflectem o conhecimento
limitado do SAD e dos seus princípios e, por outro lado, a demanda dos professores por formação
especializada em atenção à diversidade e inclusão educacional através do desenho universal da
aprendizagem. Destacam-se o tipo de intervenção do professor e o grau de envolvimento e
participação dos alunos de acordo com a área geográfica do país.
Editor: Cuenca: Universidad Politécnica Salesiana del Ecuador
Idioma: Inglês
Identificador: ISSN: 1390-325X; EISSN: 1390-8642; DOI: 10.17163/alt.v14n2.2019.05
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Fonte: DOAJ Directory of Open Access Journals - Not for CDI Discovery; SciELO Ecuador
Applying the Universal Design for Learning Framework to Mathematics Instruction for Learners With
Extensive Support Needs
Autor: Root, Jenny R. ; Cox, Sarah K. ; Saunders, Alicia ; Gilley, Deidre

Autor: King-Sears, Margaret E
Assuntos: Access to Education ; Instructional design ; Intervention ; Learning styles ; Mathematical
problems ; Mathematics ; Mathematics Instruction ; Mathematics Skills ; Middle School Mathematics ;
Middle School Students ; Middle schools ; Personal development ; Personal finance ; Problem Solving
; Special education ; Students with Disabilities ; Universal design ; Word Problems (Mathematics)
É parte de: Remedial and special education, 2020, Vol.41 (4), p.194-206
Descrição: The purpose of this study was to evaluate the effect of a mathematics intervention that
utilized the Universal Design for Learning (UDL) framework on mathematical problem solving skills
for three middle school students with extensive support needs (ESN). Participants were taught to solve
percent of change word problems related to personal finance (calculating the final price after leaving a
tip or purchasing a discounted item). Visual analysis of the multiple probe across participants design
indicated a functional relation between the mathematics intervention and an increase in mathematical
problem solving skills. Results are discussed in terms of acquisition and generalization of
mathematical problem solving skills. Implications for application of the UDL framework to
mathematics instruction for learners with ESN are discussed.
Idioma: Inglês
Fonte: SAGE Premier 2020; ERIC - Full Text Only (Discovery)
Executive functions in universal design for learning: moving towards inclusive education
Autor: García-Campos, María-Dolores ; Canabal, Cristina ; Alba-Pastor, Carmen

Assuntos: Ability ; Access to Education ; Affective Behavior ; Brain Hemisphere Functions ;
Classroom Techniques ; Cognitive Ability ; cognitive control ; Content Analysis ; Educational
Principles ; Executive Function ; Executive functions ; Feedback (Response) ; Guidelines ; Inclusion ;
inclusive education ; Instructional design ; Learning ; Metacognition ; Participation ; Students ;
Students with Disabilities ; Teachers ; Teaching Methods ; Universal design ; universal design for
learning
É parte de: International Journal of Inclusive Education, 2020, Vol.24 (6), p.660-674
Descrição: The aim of this study is to understand the way in which executive functions are promoted
in students by analyzing the Universal Design for Learning (UDL) principles, guidelines and
checkpoints. After having performed a content analysis of such material, the results show that a little
over half of the 31 checkpoints address the 12 executive functions being considered, the most
prominent being: feedback response, planning, metacognition and organisation. Among the three brain
networks represented in UDL, in particular, cognitive control has a more relevant presence in the
strategic and affective networks, which indicates the importance given to teachers promoting that
students learn how to anticipate, structure and decide their learning actions, and how students can
rebuild their experience and learning, through reflection, revision and improvement processes. It is
concluded that UDL not only constitutes a framework that enhances improvement towards barrier
elimination to students' learning and participation, but it also provides guidance for classroom
practices that can improve the executive ability of students as long as there is encouragement to
develop the affective dimension and its internal management within the learning context.
Editor: London: Routledge
Idioma: Inglês
Identificador: ISSN: 1360-3116; EISSN: 1464-5173; DOI: 10.1080/13603116.2018.1474955
Fonte: Education Resources Information Center (ERIC); Taylor & Francis:Master (3349 titles)
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Universal Design for Learning in postsecondary STEM education for students with disabilities: a systematic
literature review
Autor: Schreffler, Jillian ; Vasquez III, Eleazar ; Chini, Jacquelyn ; James, Westley
Assuntos: Access to Education ; Colleges & universities ; Design ; Disabilities ; Disabled students ;
Education ; Educational Technology ; Empirical analysis ; Instructional design ; Learning ; Literature
reviews ; Mathematics Education ; Postsecondary ; Postsecondary Education ; Review ; Reviews ;
Science Education ; STEM ; STEM Education ; Students ; Teaching methods ; Technical education ;
Technology education ; UDI ; UDL ; Universal Design
É parte de: International journal of STEM education, 2019, Vol.6 (1), p.1-10
Descrição: Universal Design for Learning is not widely used in postsecondary STEM education. The
purpose of this literature review is to synthesize the empirical literature using Universal Design for
Learning in postsecondary STEM education for all learners. The criteria for this review are (a)
empirical literature in (b) peer reviewed journals (c) published after 2006. Keywords used were
STEM, UDL/UDI/Universal Design, and postsecondary/university/college/higher education. This
review identified four studies and three literature reviews that met the search criteria; the analysis of
the identified literature provides a model for how Universal Design for Learning can impact
postsecondary STEM instruction, including an increase in inclusive teaching methods and self-
advocacy from students with disabilities, and leads to recommendations for additional research.
Editor: Cham: Springer International Publishing
Idioma: Inglês
Identificador: ISSN: 2196-7822; EISSN: 2196-7822; DOI: 10.1186/s40594-019-0161-8
Fonte: Gale Academic OneFile; Education Resources Information Center (ERIC); Alma/SFX Local
Collection; DOAJ Directory of Open Access Journals - Not for CDI Discovery; Springer Online
Journals Complete
Universal design for learning in inclusive education policy in South Africa
Autor: McKenzie, Judith A. ; Dalton, Elizabeth M.

Assuntos: Adaptation ; Adjustment ; Apartheid ; Classrooms ; Curricula ; Disability ; Disabled
children ; Education policy ; implementation ; Inclusive education ; Instructional design ; Learning ;
Review ; Schools ; South Africa ; Special education ; Teachers ; Teaching ; Universal design ;
universal design for learning
É parte de: African journal of disability, 2020, Vol.9, p.e1-e8
Descrição: Background: South Africa has undertaken the implementation of inclusive education as a
vehicle for achieving enhanced educational outcomes and equity. Universal Design for Learning
(UDL) is an instructional design framework that takes into account the wide range of variations in
skills and abilities that exist across all learners, and provides a research-based set of principles and
guidelines for inclusive curriculum development and delivery. Objectives: To locate UDL within the
specific inclusive education policy context of South Africa and consider how this approach can support
policy implementation. We have argued that UDL could serve as a strategy to link policy imperatives
with classroom practice, enabling effective communication between the different actors. Method: We
reviewed fundamental inclusive education policies in South Africa and research relating to their
implementation, and how they configure support and curriculum differentiation. We then compared
this understanding with that proposed by UDL and considered what could be gained in adopting a
UDL framework. Results: We noted that UDL has several advantages in that it allows for a common
language between education stakeholders and gives new meaning to the interpretation of levels of
support. Conclusion: The implementation of inclusive education in South Africa could be enhanced by
introducing the concepts of UDL into policy, research and teaching practice as a common language
and vehicle for packaging support systems.
Editor: Pretoria: AOSIS (Pty) Ltd
Idioma: Inglês
Identificador: ISSN: 2223-9170; EISSN: 2226-7220; DOI: 10.4102/ajod.v9i0.776; PMID: 33392062
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Fonte: Gale Academic OneFile; PubMed Central; Alma/SFX Local Collection; Academic Search
Premier; DOAJ Directory of Open Access Journals - Not for CDI Discovery
Universal Design for Learning: The More, the Better?
Autor: Roski, Marvin ; Walkowiak, Malte ; Nehring, Andreas

Assuntos: Access to Education ; Beliefs ; COVID-19 ; Educational Assessment ; epistemic beliefs ;
Epistemology ; Foreign Countries ; Inclusion ; Inclusive education ; inclusive science teaching ;
Instructional design ; Intervention ; Learning ; Principles ; Questionnaires ; Science Education ;
Student participation ; Students ; Universal design ; universal design for assessments ; universal design
for learning
Descrição: An experimental study investigated the effects of applying principles of the Universal
Design for Learning (UDL). Focusing on epistemic beliefs (EBs) in inclusive science classes, we
compared four groups who worked with learning environments based more or less on UDL principles
and filled out an original version of a widely used EBs questionnaire or an adapted version using the
Universal Design for Assessment (UDA). Based on measurement invariance analyses, a multiple
indicator, and multiple cause (MIMIC) approach as well as multi-group panel models, the results do
not support an outperformance of the extensive UDL environment. Moreover, the UDA-based
questionnaire appears to be more adequately suited for detecting learning gains in an inclusive setting.
The results emphasize how important it is to carefully adopt and introduce the UDL principles for
learning and to care about test accessibility when conducting quantitative research in inclusive
settings.
Idioma: Inglês
Discovery
Developing Teachers' Competences for Designing Inclusive Learning Experiences
Autor: Navarro, Silvia Baldiris ; Zervas, Panagiotis ; Gesa, Ramon Fabregat ; Sampson, Demetrios G.
Assuntos: Access to Education ; Design evaluation ; Disabilities ; Educació inclusiva ; Education ;
Education & Educational Research ; Educational Assessment ; Educational environment ; Educational
equalization ; Educational resources ; Faculty Development ; Formació ; Inclusion ; Inclusive
education ; Instructional design ; Learning ; Learning experiences ; Methods ; Open plan schools ;
Pretests Posttests ; Professional development ; Professors ; Secondary School Teachers ; Social
Sciences ; Special Issue Articles ; Special needs students ; Statistical Analysis ; Statistical Distributions
; Teacher Competencies ; Teacher Education ; Teachers ; Training ; Training of ; Vocational Education
Teachers
É parte de: Educational technology & society, 2016, Vol.19 (1), p.17-27
Descrição: Inclusive education, namely the process of providing all learners with equal educational
opportunities, is a major challenge for many educational systems worldwide. In order to address this
issue, a widely used framework has been developed, namely the Universal Design for Learning
(UDL), which aims to provide specific educational design guidelines to ensure accessibility of all
learner types to the learning environment. On the other hand, nowadays teachers are provided with
ample opportunities for freely accessing a wide number of Open Educational Resources (OERs) that
are available through existing OER initiatives. Within this context and following the UDL principles,
teachers are expected to be able to select and transform and/or augment, OERs to fit their learners'
diverse needs towards delivering inclusive learning experiences. This calls for developing specific
teachers' competences that are aligned with existing competence frameworks such as the Competence
Framework for Inclusive Teachers (CFIT) towards effectively engaging them in the aforementioned
process. To this end, the scope of this paper is to present the design, implementation and evaluation of
a teacher professional development program (PDP) aligned with CFIT for designing inclusive OERs
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by applying the UDL principles. The evaluation results of the teacher PDP demonstrated its added
value for developing teachers' competences towards designing inclusive learning experiences for their
students.
Editor: PALMERSTON NORTH: International Forum of Educational Technology & Society
Idioma: Inglês
Identificador: ISSN: 1176-3647; ISSN: 1436-4522; EISSN: 1436-4522
Fonte: Web of Science - Social Sciences Citation Index - 2016 ; Gale Academic
OneFile; Education Resources Information Center (ERIC); Academic Search Premier; DOAJ
Would You Recognize Universal Design for Learning if You Saw It? Ten Propositions for New Directions for
the Second Decade of UDL
Autor: Edyburn, Dave L

Assuntos: Academic achievement ; Access to Education ; Conversation ; Disabilities ; Disabled access
; Disabled people ; Disabled students ; Education & Educational Research ; Education policy ;
Education, Special ; Evaluation ; Federal Legislation ; Higher education ; Individuals with Disabilities
Education Act ; Instructional design ; Learning ; Learning Disabilities ; Learning strategies ; Life
Sciences & Biomedicine ; Management ; Outcomes of education ; Rehabilitation ; Science &
Technology ; Social Sciences ; Special education ; Special needs students ; Teachers ; Technological
change ; Technology ; Theory Practice Relationship ; Training ; Translation ; Universal design ;
Wheelchairs
É parte de: Learning disability quarterly, 2010, Vol.33 (1), p.33-41
Descrição: As I read the latest issue of the Learning Disability Quarterly, I was appreciative of the
essay by King-Sears (2009) highlighting the value of universal design for learning (UDL) to the
learning disability community. The allure of UDL has captured the imagination of many educators and
policy makers. The recent reauthorization of the Higher Education Opportunity Act of 2008 (Public
Law 110-315, Section 202, I, A), for example, requires colleges of education that receive federal
funding for teacher quality partnership grants to report on the outcomes of UDL training within their
preservice preparation programs. King-Sears' efforts to encourage the learning disability community to
dialogue about UDL are noteworthy and timely. Given that the King-Sears piece was featured as a
“Commentary” article designed to spark conversation about contemporary topics, I would like to take
this opportunity to extend the conversation and highlight nuances associated with translating UDL
theory into practice. As someone who has been involved in helping individual teachers as well as
schools, states, provinces, and policy makers translate UDL theory into practice, I am concerned about
the ability of the profession to implement a construct that it cannot define.
Editor: Los Angeles, CA: Council for Learning Disabilities
Idioma: Inglês
Identificador: ISSN: 0731-9487; EISSN: 2168-376X; DOI: 10.1177/073194871003300103
Fonte: Web of Science - Social Sciences Citation Index - 2010 ; Gale Academic
OneFile; Education Resources Information Center (ERIC); SAGE Premier 2020; Academic Search
Premier
“Helping Nemo!”—Using Augmented Reality and Alternate Reality Games in the Context of Universal
Design for Learning
Autor: Stylianidou, Nayia ; Sofianidis, Angelos ; Manoli, Elpiniki ; Meletiou-Mavrotheris, Maria

Assuntos: Access to Education ; Affordances ; alternate reality games ; augmented reality ; Computer
Simulation ; Educational Games ; Elementary School Students ; Foreign Countries ; Formative
Evaluation ; Game Based Learning ; Grade 2 ; Inclusion ; inclusive education ; Instructional
Effectiveness ; Intervention ; Learner Engagement ; multimodality ; Student Diversity ; Student
Participation
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Descrição: This article reports on the main experiences gained from a teaching intervention which
utilised the alternate reality game ‘Helping Nemo’ in an augmented reality environment for formative
assessment. The purpose of the study was to explore the ways in which the affordances arising from
the combination of alternate reality games and augmented reality, situated in the context of Universal
Design for Learning, might facilitate students’ learning amongst the aspects of engagement,
participation, and response to students’ variability. The study took place in a public primary school
located in a rural area of Cyprus. A second-grade class consisting of 24 students aged 7–8 years old
was selected to comprise the sample. A qualitative research approach was adopted. The data collection
methods included classroom observations and focus groups with the students. Findings gained from
the teaching intervention suggest that the creation of a multimodal environment that draws on the
principles of Universal Design for Learning and combines the affordances of alternate reality games
and augmented reality for formative assessment contributes towards higher levels of engagement and
participation in learning of all students, including bilingual students, students with learning disabilities,
and students who are currently disengaged.
Editor: MDPI AG
Idioma: Inglês
Fonte: Gale Academic OneFile; ERIC - Full Text Only (Discovery); DOAJ Directory of Open Access
Journals - Not for CDI Discovery
A typology for a social justice approach to assessment: learning from universal design and culturally
sustaining pedagogy
Autor: Hanesworth, Pauline ; Bracken, Seán ; Elkington, Sam

Assuntos: Access to Education ; assessment and feedback ; Classification ; Culturally Relevant
Education ; culturally sustaining pedagogy ; Disabilities ; Disadvantaged ; Educational Experience ;
Equal Education ; equality and diversity ; Evaluation Methods ; Feedback (Response) ; Foreign
Countries ; Guidelines ; Instructional design ; Organizational Change ; Outcomes of Education ;
Pedagogy ; Social Justice ; Student Evaluation ; Teaching Methods ; Universal design ; universal
design for learning
É parte de: Teaching in higher education, 2019, Vol.24 (1), p.98-114
Descrição: This paper aims to provide a tentative roadmap for ensuring that higher education policy
makers and practitioners are apprised of what might be done to advance a concept of socially just
assessment praxis. It extends current thinking around the notion of social justice approaches to
assessment by further developing the conceptual framework proposed in McArthur's recent work
(2016). It does so by extending understandings of how a socially just perspective might be realised.
Drawing upon recent conceptual developments within both Universal Design for Learning (UDL) and
Culturally Sustaining Pedagogy (CSP), the paper proposes a typology for praxis and organisational
change. Crucially, this typology focuses upon enhancing learning outcomes for all learners, but it is
particularly concerned with enhancing educational experiences and learning outcomes for students that
have been systematically marginalised by the normative procedural practices that have traditionally
informed the nature of supposedly objective assessment.
Editor: Abingdon: Routledge
Idioma: Inglês
Fonte: Education Resources Information Center (ERIC); Taylor & Francis:Master (3349 titles);
Academic Search Premier
Universal Instructional Design Principles for Mobile Learning
Autor: Elias, Tanya

Assuntos: Barriers ; Change Strategies ; Distance Education ; Education & Educational Research ;
Educational Opportunities ; Educational Principles ; Educational Technology ; Electronic Learning ;
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Handheld computers ; Handheld Devices ; Instructional Design ; Internet access ; Material

Development ; Principles ; Smartphones ; Social Sciences ; universal instructional design principles
É parte de: International review of research in open and distance learning, 2011, Vol.12 (2), p.143-156
Descrição: The report extends a previous analysis of universal instructional design principles in
distance education, by applying them to the design of mobile learning. Eight principles with particular
relevance for distance education are selected, and their recommendations are discussed in relation to
the design of educational materials for a range of mobile devices. The problems and opportunities of
mobile learning are discussed, and the need for educators to focus on its content design issues rather
than on searching for the next new technology.
Editor: ATHABASCA: Athabasca Univ Press
Idioma: Inglês
Identificador: ISSN: 1492-3831; EISSN: 1492-3831; DOI: 10.19173/irrodl.v12i2.965
Fonte: Web of Science - Social Sciences Citation Index - 2011 ; ERIC - Full Text
Only (Discovery); Alma/SFX Local Collection
Universal Design for Learning: Is It Gaining Momentum in Irish Education?
Autor: Flood, Margaret ; Banks, Joanne

Assuntos: Access to Education ; Curricula ; Curriculum Evaluation ; Disabled students ; Educational
Change ; Educational Policy ; Elementary School Curriculum ; Equal Education ; Faculty
Development ; Flexibility ; Foreign Countries ; Higher education ; Inclusion ; Inclusive education ;
Instructional design ; Ireland ; Knowledge ; Learning ; Literacy ; policy ; Policy Analysis ; Preservice
Teacher Education ; primary education ; Principles ; Program Effectiveness ; second-level education ;
Secondary School Curriculum ; Special Education ; Student Diversity ; Student participation ;
Teachers ; Universal design ; universal design for learning
Descrição: Responding to student diversity has become a key policy priority in education systems
around the world. In addition to international and national institutional policies, major changes are
underway in instructional practices and pedagogy in many national contexts. Universal Design for
Learning (UDL) has become a key pedagogical approach used in education systems which seek to
promote inclusive and equitable education in response to student diversity. Despite Ireland’s policy
commitment to inclusive education, UDL has been traditionally focused on the higher education sector
with little discussion about the role UDL can play at primary and second-level education to achieve
inclusion. Furthermore, there has been no research to date on the extent to which education policy
reforms are introducing part, or all, of the aspects of the UDL framework. The purpose of this paper is
to examine the extent to which UDL is gaining momentum in Irish primary and second-level education
through an analysis of curriculum policy. This paper examines the development and evolution of UDL
in Irish education policy over the past decade by exploring the use of UDL in national educational
curriculum frameworks. The paper highlights how UDL is slowly and implicitly emerging in education
policy at a national level but suggests further momentum could be gained from its inclusion in Initial
Teacher Education (ITE) and professional development programmes. By exploring the development of
UDL within existing policy contexts, the paper argues for a more explicit commitment to UDL as part
of ongoing curriculum reform at the primary level, the review of Senior Cycle, and Ireland’s broader
inclusive education agenda.
Idioma: Inglês
Discovery
Universal Design for Learning (UDL) Across Cultures: The Application of UDL in Kuwaiti Inclusive
Classrooms
Autor: Almumen, Huda A.

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Assuntos: Access to Education ; Educational Practices ; Educational Technology ; Elementary

Secondary Education ; Faculty Development ; Foreign Countries ; Inclusion ; Instructional design ;
Kindergarten ; Knowledge Base for Teaching ; Learner Engagement ; Learning ; Special Education ;
Student Needs ; Students ; Students with Disabilities ; Teacher Attitudes ; Teaching Methods ;
Universal design
É parte de: SAGE open, 2020, Vol.10 (4), p.215824402096967
Descrição: The purpose of this qualitative study was to investigate the role of Universal Design for
Learning (UDL) in inclusive settings in which students with and without disabilities learn and gain
knowledge. Five teachers from Kuwait participated in the study. Twenty-five consecutive observations
were conducted to derive the primary data for this study. Interviews with the teachers were also used to
support/add to the study’s results. Findings indicate that UDL is effective in engaging all students,
including those with disabilities. The results also found that although teachers may have basic
knowledge of UDL, they need more training and practice to successfully address the needs of all
students, including students with disabilities.
Idioma: Inglês
Fonte: Education Resources Information Center (ERIC); SAGE Premier 2020; DOAJ Directory of
Open Access Journals - Not for CDI Discovery
Using the Universal Design for Learning Approach in Science Laboratories To Minimize Student Stress
Autor: Miller, Daniel K ; Lang, Patricia L

Assuntos: Access to Education ; Chemistry ; Chemistry teachers ; College students ; Cooperative
Learning ; Counseling ; Curricula ; Faculty Development ; Graduate Students ; Instructional design ;
Interpersonal communication ; Laboratory schools ; Learning ; Mental Health ; Methods ; Organic
chemistry ; Science education ; Science experiments ; Science Laboratories ; Science Teachers ; Stress
; Stress Management ; Student Centered Learning ; Students ; Teacher Student Relationship ; Teaching
Methods ; Therapy ; Training ; Workshops
É parte de: Journal of chemical education, 2016, Vol.93 (11), p.1823-1828
Descrição: This commentary discusses how the principles of universal design for learning (UDL) can
be applied in the science laboratory with an emphasis on assisting students who experience stress in
the laboratory environment. The UDL approach in the laboratory is based on three elements: open-
mindedness, supportive communication, and analysis and adaptation of laboratory curriculum.
“Supportive communication”, a novel element of our approach comprising interaction methods
adapted from counseling therapy, is introduced. A brief discussion of a workshop for chemistry faculty
and graduate students on the UDL approach is presented.
Editor: Easton: American Chemical Society and Division of Chemical Education, Inc
Idioma: Inglês
Identificador: ISSN: 0021-9584; EISSN: 1938-1328; DOI: 10.1021/acs.jchemed.6b00108; CODEN:
JCEDA8
Fonte: Education Resources Information Center (ERIC); ACS Publications; Alma/SFX Local
Collection
Postsecondary Physics Curricula and Universal Design for Learning: Planning for Diverse Learners
Autor: Scanlon, Erin ; Schreffler, Jillian ; James, Westley ; Vasquez, Eleazar ; Chini, Jacquelyn J
Assuntos: Access to Education ; Accessibility ; College Faculty ; College Students ; Community
participation ; Community planning ; Comparative Analysis ; Core curriculum ; Curricula ; Curriculum
Development ; Disabilities ; Education ; Educational Objectives ; Equal Education ; Federal
Legislation ; Guidelines ; Higher Education ; Instructional design ; Introductory Courses ; Learning ;
Physics ; Principles ; Science Instruction ; Students ; Teachers ; Teaching Methods ; Tutorial Programs
; Universal design
É parte de: Physical review. Physics education research, 2018, Vol.14 (2), p.020101
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Descrição: Federal legislation specifies equitable access to education for all students at all levels of
education, including postsecondary. To explore how well the physics education research (PER)
community is currently serving students who inherently vary in needs, abilities, and interests, four
research-based curricula (Tutorials in Introductory Physics, Open Source Tutorials in Physics
Sensemaking, Physics by Inquiry, and Next Generation Physical Science and Everyday Thinking) were
compared with the Universal Design for Learning (UDL) framework. This framework originates in the
education literature base and is composed of 3 guiding principles (1. Provide multiple means of
representation, 2. provide multiple means of action and expression, and 3. provide multiple means for
engagement) further described by 9 principles and 31 checkpoints. The UDL guidelines provide a
framework for designing courses to be supportive of and accessible to all learners, taking into account
variations among learners during curriculum development. Activities in these four curricula were
analyzed for alignment between the in-class curricular elements and the UDL guidelines. Overall, all
of the curricula aligned with two of the checkpoints: foster collaboration and community and support
planning and strategy development. However, the curricula were unaligned with many of the
checkpoints, specifically with regards to providing multiple means of engagement. Who we are
prepared to teach indicates who we expect to participate in the physics community. We propose
suggestions for modifications to existing curricula and for future curricula to better support all
learners. We also argue that, if these research-based curricula do not meet federal legislative guidelines
about accessibility for all students, the burden of creating an accessible environment and complying
with these federal laws falls on the instructors, which could deter them from using the curricula. If we
as a community want instructors to use high quality, research-based curricula, curriculum developers
should prioritize supporting all learners.
Editor: College Park: American Physical Society
Idioma: Inglês
Identificador: ISSN: 2469-9896; EISSN: 2469-9896; DOI: 10.1103/PhysRevPhysEducRes.14.020101
Fonte: Education Resources Information Center (ERIC); American Physical Society Journals; DOAJ
Ignatian Pedagogy as a Frame for Universal Design in College: Meeting Learning Needs of Generation Z
Autor: Pousson, J. ; Myers, Karen

Assuntos: Access to Education ; Age Groups ; Americans with Disabilities Act 1990-US ; Catholic
Educators ; Catholics ; Church Related Colleges ; Classrooms ; Cognitive style ; College Students ;
Curricula ; Digital literacy ; Digital technology ; Educational Technology ; Generation Z ;
Handicapped accessibility ; Higher education ; Ignatian pedagogy ; Instructional Design ; Internet ;
Jesuit tradition ; Knowledge ; Learning ; Litigation ; Pedagogy ; Religious Education ; School
environment ; Service learning ; Teaching ; Teaching Methods ; Technology Uses in Education ;
Universal design ; universal instructional design
Descrição: In viewing the principles of Universal Instructional Design (UID), both inside and outside
the classroom, a direct connection may be made to the principles of Ignatian pedagogy—a 500-year
old tradition of education—in meeting the learning needs of today’s college students, Generation Z.
The Ignatian pedagogy as a frame for universal instructiosnal design principles can guide instructors to
understand how college students can learn best and facilitate that knowledge acquisition to serve the
common good. This article addresses Generation Z’s experience with digital technology and illustrates
how the Ignatian pedagogical model tenets (i.e., context, experience, reflection, action, and evaluation)
connect with UID practices in a higher education curriculum. Examples of UID, as it applies to each
tenet and to web access, are included.
Idioma: Inglês
Discovery
Universal Design for Learning in Assessment: Supporting ELLs with Learning Disabilities
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Autor: Delaney, Thomas A. ; Hata, Maiko

Assuntos: Academic Accommodations (Disabilities) ; Access to Education ; assessment ; Attention
deficit hyperactivity disorder ; Autism ; College students ; Disability ; Disabled people ; Disabled
students ; Dyslexia ; English as a second language learning ; English Language Learners ; evaluation ;
Evaluation Criteria ; Executive Function ; Higher Education ; Instructional design ; Learning ;
Learning Disabilities ; Mental disorders ; Program Implementation ; Student Evaluation ; Students
with Disabilities ; Teachers ; UDL ; Universal design ; universal design for learning
É parte de: Latin American journal of content & language integrated learning, 2020, Vol.13 (1), p.79-
91
Descrição: Studying English is challenging and, for many learners, undiagnosed learning disabilities
can present a serious threat to their success. Recent studies indicate that up to 10% of the world
population has a non-apparent disability, such as autism or dyslexia. At the same time, few English
language learner (ELL) instructors in higher education have training in learning disabilities, and they
are often unsure of how to support learners who seem to have extra challenges. This is especially true
when it comes to assessment, as instructors often rely on traditional tools that could negatively affect
the validity of the assessment outcomes. In this brief reflection, the authors share how instructors can
apply the principles of Universal Design for Learning (UDL) to their assessment practices to support
students with disabilities, regardless of diagnostic status. First, disabilities that affect language learning
will be briefly discussed, followed by the explanation of how English to speakers of other languages
(ESOL) assessments present specific challenges for students with disabilities. Then, the authors will
provide an overview of UDL theory, which proposes that learners with disabilities are often best
served by accommodations in representation, expression and engagement that can benefit the entire
class. Most of the paper will focus on specific, practical strategies for implementing UDL within
assessment in higher education. Such strategies include building executive function, implementing
multi-channel assessment, and learning about students through an “evaluation loop.”
Editor: Bogota: The Latin American Journal of Content & Language Integration Learning
Idioma: Inglês
Identificador: ISSN: 2011-6721; EISSN: 2322-9721; DOI: 10.5294/laclil.2020.13.1.5
Fonte: ERIC - Full Text Only (Discovery); Alma/SFX Local Collection; DOAJ Directory of Open
Access Journals - Not for CDI Discovery
Infusing Universal Design for Learning into Physical Education Professional Preparation Programs
Autor: Lieberman, Lauren J. ; Grenier, Michelle

Assuntos: Instructional design ; Physical education ; Teacher education ; Universal design
É parte de: Journal of physical education, recreation & dance, 2019, Vol.90 (6), p.3-5
Descrição: Although physical education teachers overwhelmingly agree that students with disabilities
should be included in general education, many are simply not adequately prepared. This article
presents universal design for learning as a model that all educators should consider adopting in their
classes, and explains how to embed it in physical education and teacher education.
Editor: Reston: Routledge
Idioma: Inglês
Fonte: Taylor & Francis:Master (3349 titles); SPORTDiscus with Full Text
Teachers’ Perceptions of the Use of ICTs in the Educational Response to Students with Disabilities
Autor: Ortiz-Jiménez, Luis ; Figueredo-Canosa, Victoria ; Castellary López, Macarena ; López

Berlanga, María Carmen
Assuntos: Access to information ; Collaboration ; Communication ; Compulsory education ; COVID-
19 ; Disabilities ; Disability ; Disabled people ; Disabled students ; Education ; Factor analysis ;
Handicapped accessibility ; information and communication technologies ; Instructional design ;
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Learning ; Pandemics ; Questionnaires ; Special education ; Students ; Teacher education ; teacher

training ; Teachers ; Teaching methods ; Training ; universal learning design
É parte de: Sustainability (Basel, Switzerland), 2020, Vol.12 (22), p.9446
Descrição: The educational response to students with specific needs for educational support associated
with disability could not be understood within the current educational landscape without addressing
how Information and Communication Technology (ICT) is used within those responses. ICT support is
not a matter of fashion or one-off use due to the current circumstances brought about by the effects of
the COVID-19 pandemic. Programmes and materials are already being developed to enable such
application. Even from the Universal Learning Design approaches, it is precisely the use of
technologies in learning processes, with special emphasis on educational inclusion processes, which
are a key focus. This study deals with the perception that teachers have of this use of ICT with students
with disabilities: How are the resources available to them and how good is their training in this
respect? To do this, a section of a questionnaire was used, which forms part of the R + D + I project
awarded under a national call in Spain, and which in one of its categories precisely focuses attention
on this use of ICT. In turn, this category, according to the confirmatory factor analysis carried out, is
subdivided into three subcategories: didactic use, spaces and resources, and finally teacher training.
We are also interested in knowing if there are differences of opinion between population groups
grouped according to sex, ownership of the education centre and location of the centre (urban, or
rural). The results indicate that although there is good use and good preparation of teachers, the level
of resources is low and teacher training needs to be reinforced.
Idioma: Inglês
Identificador: ISSN: 2071-1050; EISSN: 2071-1050; DOI: 10.3390/su12229446
Fonte: DOAJ Directory of Open Access Journals - Not for CDI Discovery
Projecting learner engagement in remote contexts using empathic design
Autor: Xie, Kui

Assuntos: Distance education ; Distance learning ; Education ; Educational Technology ; Empathic
design ; Empathy ; Engagement ; Equipment and supplies ; Instructional design ; Learning and
Instruction ; Learning context ; Online instruction ; Pandemic ; Pandemics ; Remote learning ; Social
networks ; Teaching
É parte de: Educational technology research and development, 2021, Vol.69 (1), p.81-85
Descrição: This paper is in response to the manuscript entitled “Empathic design: Imagining the
cognitive and emotional learner experience” (Tracey and Hutchinson in Educ Technol Res Dev
67(5):1259–1272, 2019) from a research perspective. The original manuscript provides a theoretical
and empirical foundation of an instructional design approach—empathic design—where designers,
during the design process, predict how learners would feel while engaging in the final design solution.
Empathic design has significant implications in the “shift to digital” during the pandemic. That is,
when designing the remote learning experience, instructional designers need to project into the remote
contexts and predict learners’ engagement experiences in these contexts. To address the “shift to
digital” remote learning, empathic design needs to be extended with two important considerations,
including learners’ engagement and the context in which engagement occurs. This paper discusses how
empathic design can be applied to consider four types of engagement (i.e., behavioral, cognitive,
affective, and social engagement) and three contextual features (e.g., physical environment,
technological, and social features) in order to best support learner experiences in the “shift to digital”
remote learning during the pandemic.
Editor: New York: Springer US
Idioma: Inglês
Identificador: ISSN: 1042-1629; EISSN: 1556-6501; DOI: 10.1007/s11423-020-09898-8; PMID:
33223779
Fonte: PubMed; Academic Search Premier; Springer Online Journals Complete
Introduction to Special Issue on Universal Design for Inclusive Pedagogy and a Future Research Agenda
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Autor: Arendale, David

Assuntos: Classrooms ; Conflicts of interest ; Curricula ; Disabled students ; Equity ; Gender identity ;
Higher education ; inclusive pedagogy ; Instructional design ; Learning ; Pedagogy ; postsecondary
and tertiary access ; Sexual orientation ; Social justice ; Teaching ; Universal design ; universal design
for learning ; universal instructional design ; widening access
Descrição: This Special Issue seeks to address the needs of all postsecondary/tertiary students for a
barrier-free learning environment to increase their academic achievement, engagement, learning
mastery, and persistence to graduation. Universal Design for Inclusive Pedagogy (UDIP) is sensitive to
diverse students and individual differences to promote access and equity. While our colleagues in
elementary and secondary education have been addressing this issue for many years, postsecondary
education is a newer field for this approach. The six articles in this issue break new ground with
regards to expanding the boundaries of Universal Design (UD). Areas explored in this Special Issue
are transformed curriculum, innovative teaching and learning practices, cross-national and cross-
cultural student interactions, application of UD to academic pathways, and UDIP embedded into the
institutional culture and policies. The central themes of the articles are increased access, equity, and
social justice for all students.
Idioma: Inglês
Technology supports in the UDL framework: Removable scaffolds or permanent new literacies?
Autor: Vasinda, Sheri ; Pilgrim, Jodi

Assuntos: Educational technology ; Instructional design ; Internet ; Literacy ; Scaffolding ; Success ;
Universal design
É parte de: Reading research quarterly, 2023, Vol.58 (1), p.44-58
Descrição: ABSTRACT Sharing multiliteracies goals of equitable access to educational success, the
Universal Design for Learning (UDL) framework includes the use of contemporary technology tools,
or new literacies, to customize ways to access information and processes and to construct and
communicate knowledge. UDL also positions technology as a scaffold. In this commentary, we join
other scholars in suggesting that identifying technology tools as scaffolds to traditional literacies is
problematic because of two missing characteristics of scaffolding: (1) ongoing diagnosis and calibrated
support and (2) fading. After presenting a review of scaffolding literature and examining key
characteristics, we describe how technology use changes the nature of scaffolding. Next, we highlight
the UDL guidelines and recommendations for the use of digital tools as well as uncover contradictions
in technology's use as scaffolds. Additionally, we explore the intersection of UDL with multiliteracies
and New Literacies highlighting the stances of equity, inclusion, and school success. We describe
transitions from traditional scaffolding, to scaffolding in the UDL framework, to new literacy options
that lead to multiliterate agency. We argue that everyday digital tools with inclusive features are new
literacies options, that are readily available given equitable access to the Internet, devices, and
software. They provide opportunities for learners to demonstrate their multiliterate agency and
experience school success. Finally, we propose the concept of Universal Access to Learning in which
UDL realigns with its architectural inspiration and foundation, Universal Design, to ensure consistent
and continuing, or permanent, access to digital tools. Sharing multiliteracies goals of equitable access
to educational success, the Universal Design for Learning (UDL) framework includes the use of
contemporary technology tools, or new literacies, to customize ways to access information and
processes and to construct and communicate knowledge. UDL also positions technology as a scaffold.
Editor: Newark: Wiley Subscription Services, Inc
Idioma: Inglês
Identificador: ISSN: 0034-0553; EISSN: 1936-2722; DOI: 10.1002/rrq.484
Fonte: Gale Academic OneFile; Wiley Online Library All Journals; Wiley-Blackwell Full Collection
2013
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Increasing students’ engagement: The use of new instructional designs in English literature online courses
during COVID-19
Autor: Awajan, Nasaybah

Assuntos: English literature ; higher education ; instructional design ; learning ; online courses
É parte de: Frontiers in education (Lausanne), 2022, Vol.7
Descrição: The explores the impact of using both ADDIE Model, which stands for Analysis, Design,
Development, Implementation, and Evaluation, as an instructional design and UDL in planning for
English Literature Online courses during COVID-19 in higher education from the perspective of the
students. Up to the researcher’s knowledge, no prior studies have been conducted to explore the effect
of the use of ADDIE model and UDL in online English Literature courses for graduate students in
universities or other forms of higher education from the perspective of the students. A quantitative
approach was used for collecting the data, where a four-part questionnaire was distributed to 90
students, who were randomly chosen from the students of a group of English Literature professors
from different public and private universities in Jordan, who were asked to plan for their online
English Literature courses through integrating both the ADDIE model, with its principles of Analysis,
Design, Development, Implementation, and Evaluation, and Universal Design for Learning (UDL)
with its principles of Engagement, Representation, Action and Expression. As a conclusion, the study
shows the positive impact of using both ADDIE Instructional Design Model and UDL in English
Literature Online courses on the students’ performance from the perspective of the students.
Editor: Frontiers Media S.A
Idioma: Inglês
Identificador: ISSN: 2504-284X; EISSN: 2504-284X; DOI: 10.3389/feduc.2022.1060872
Taking Universal Design Back to Its Roots: Perspectives on Accessibility and Identity in Undergraduate
Mathematics
Autor: Nieminen, Juuso ; Pesonen, Henri Valtteri

Assuntos: Access to Education ; accessibility ; Accessibility (for Disabled) ; College Mathematics ;
Disability ; Disabled students ; Foreign Countries ; Handicapped accessibility ; Higher education ;
Inclusion ; Instructional Design ; Learning ; Learning Disabilities ; Linear algebra ; Mathematics
education ; Perceptions ; Principles ; Self evaluation ; Self Evaluation (Individuals) ; Student Centered
Learning ; Student Experience ; Students with Disabilities ; Studies ; the social model of disability ;
undergraduate mathematics education ; Undergraduate Students ; Universal Design ; Universal Design
for Assessment ; Universal Design for Learning
Descrição: Universal Design has been promoted to address the diversity of learners in higher
education. However, rarely have Universal Design implementations been evaluated by listening to the
voices of disabled students. For this study, we investigated the perceptions of three disabled students
who took part in an undergraduate mathematics course designed with the principles of Universal
Design for Learning and Assessment. The study consists of two parts. First, we observed the
experiences students had in relation to the accessibility of the course design. The second part consisted
of a further analysis of the students identifying processes to understand how they talked about their
learning disabilities during the course. Our results highlight many opportunities and challenges that the
course offered to the students, whilst also raising concerns about how the students excluded
themselves from their student cohort in their identifying narratives. Based on our results, we argue that
Universal Design should be returned to its roots by connecting it with the social model of disability.
We call for future research to learn from our mistakes and consider the identifying processes of the
students while designing, and hopefully co-designing, inclusive learning environments in mathematics.
Idioma: Inglês
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Discovery
Cognitive load theory, educational research, and instructional design: some food for thought
Autor: de Jong, Ton

Assuntos: Analysis ; Cognitive ability ; Cognitive load theory ; Cognitive Processes ; Cognitive style ;
Difficulty Level ; Education ; Education & Educational Research ; Educational environment ;
Educational Psychology ; Educational Research ; Equipment and supplies ; Instructional Design ;
Instructional Systems ; IR-83024 ; Learner controlled instruction ; Learning ; Learning and Instruction
; Learning styles ; Learning Theories ; Literature ; Memory ; METIS-269482 ; Multimedia materials ;
Pedagogic Psychology ; Psychology ; Psychology, Educational ; Questionnaires ; Research Needs ;
Short Term Memory ; Social Sciences ; Teaching ; Theory Practice Relationship ; Universities and
colleges ; Working memory
É parte de: Instructional science, 2010, Vol.38 (2), p.105-134
Descrição: Cognitive load is a theoretical notion with an increasingly central role in the educational
research literature. The basic idea of cognitive load theory is that cognitive capacity in working
memory is limited, so that if a learning task requires too much capacity, learning will be hampered.
The recommended remedy is to design instructional systems that optimize the use of working memory
capacity and avoid cognitive overload. Cognitive load theory has advanced educational research
considerably and has been used to explain a large set of experimental findings. This article sets out to
explore the open questions and the boundaries of cognitive load theory by identifying a number of
problematic conceptual, methodological and application-related issues. It concludes by presenting a
research agenda for future studies of cognitive load.
Editor: Dordrecht: Springer
Idioma: Inglês
Identificador: ISSN: 0020-4277; EISSN: 1573-1952; DOI: 10.1007/s11251-009-9110-0; CODEN:
INLSBJ
Fonte: Web of Science - Social Sciences Citation Index - 2010 ; Education
Resources Information Center (ERIC); Springer Online Journals Complete
Awareness of Universal Design for Learning among anatomy educators in higher level institutions in the
Republic of Ireland and United Kingdom
Autor: Dempsey, Audrey M. K. ; Hunt, Eithne ; Lone, Mutahira ; Nolan, Yvonne M.

Assuntos: Anatomy ; Anatomy - education ; Content analysis ; Core curriculum ; Curricula ;
Curriculum ; curriculum design ; Education ; Health care ; Humans ; Instructional design ; Ireland ;
Learning ; Motivation ; Privacy ; Students ; Teachers ; United Kingdom ; Universal Design ; universal
design for learning ; Universities
É parte de: Clinical anatomy (New York, N.Y.), 2023, Vol.36 (1), p.137-150
Descrição: There is an increasing need to facilitate enhanced student engagement in anatomy
education. Higher education students differ in academic preferences and abilities and so, not all
teaching strategies suit all students. Therefore, it is suggested that curricula design and delivery adapt
to sustain learner engagement. Enhanced learner engagement is a fundamental feature of Universal
Design for Learning (UDL). The aim of this study is to determine if anatomy educators in the Republic
of Ireland (ROI) and United Kingdom (UK) are aware of UDL and to assess if, and to what extent, it
has been implemented in the design and delivery of anatomy curricula for healthcare students. An
anonymous online questionnaire was administered to anatomy educators in higher level institutions in
the ROI and UK. Inductive content analysis was used to identify the impact of UDL on student
learning, engagement, and motivation, as perceived by the participants. The response rate was 23%
(n = 61). Nineteen participants stated they knew of UDL. Of these, 15 had utilized UDL in their
teaching of anatomy. Analysis indicated that the perception of UDL was mixed. However, the majority
of responses relating to UDL were positive. The majority of the respondents were unaware of UDL but
identified the frameworks' checkpoints within their curriculum, suggesting they have unknowingly
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incorporated elements of UDL in their curriculum design and delivery. There is a lack of information
on the benefits of explicit utilization of UDL for engagement and motivation to learn anatomy in
healthcare programs in the ROI and UK.
Editor: Hoboken, USA: John Wiley & Sons, Inc
Idioma: Inglês
Identificador: ISSN: 0897-3806; EISSN: 1098-2353; DOI: 10.1002/ca.23947; PMID: 36069043
Fonte: PubMed; Wiley Online Library All Journals; Wiley Online Library Full Collection 2016;
Wiley-Blackwell Full Collection 2013
Beyond Pokémon: Augmented Reality Is a Universal Design for Learning Tool
Autor: Walker, Zachary ; McMahon, Don D. ; Rosenblatt, Kara ; Arner, Tracy

Assuntos: Access to Education ; Computer Games ; Computer Oriented Programs ; Computer
Simulation ; Disabilities ; Educational Games ; Educational Technology ; Handheld Devices ; Learner
Engagement ; Physical Environment ; Simulated Environment ; Special Education ; Special Education
Teachers ; Teaching Methods ; Technology Uses in Education
É parte de: SAGE open, 2017, Vol.7 (4), p.215824401773781
Descrição: The success of Pokémon Go is demonstrating that augmented reality (AR) is reaching the
masses quickly and can be a robust tool to enhance student engagement and learning. Leveraging AR
for instructional purposes has the potential to become a powerful medium for Universal Design for
Learning (UDL) by providing new tools for multiple means of representation, action and expression,
and engagement. One of the advantages of using AR applications and AR platforms is the ability to
display context relevant digital information to support students’ needs in real time and in specific
contexts. Although many educational AR applications are in their developmental stages, the rapid
growth of AR is likely to continue. The examples presented in this article focus on how educators can
use mobile devices and AR to apply the principles of UDL. Combining AR with the principles of UDL
can help educators create lessons that are accessible, engaging, and powerful for a diverse range of
learners.
Idioma: Inglês
Fonte: Education Resources Information Center (ERIC); SAGE Premier 2020; DOAJ Directory of
Open Access Journals - Not for CDI Discovery
Converting physical spaces into learning spaces: Integrating universal design and universal design for
learning
Autor: Khurana, Aashna

Assuntos: inclusive spaces ; infrastructure planning ; learner variability ; school design ; universal
design (UD)
É parte de: Frontiers in education (Lausanne), 2022, Vol.7
Descrição: The term “Universal Design for Learning (UDL)” is derived from “Universal Design,”
which is commonly used in the field of architecture, and focuses on proactive designing of the
infrastructure that is accessible to all the users, regardless of their age, sex, abilities, etc. When the
universal design approach is implemented in education, it focuses on making the curriculum,
instruction, materials, and assessments accessible for all the learners, but does not mention anything
about the classroom and school infrastructure. This raises a question: is the UDL framework forgetting
the origin of universal design by not recognizing the importance of physical spaces or school
infrastructure, where all the learning takes place? A way to approach this question is to think of school
infrastructure as a learning resource that provides enriching learning experiences to the learners, and
not merely a brick-and-mortar structure that houses instruction. The school building comprises various
physical spaces such as classrooms, corridors, playgrounds, staircases, etc. that can be transformed
into learning spaces to promote subconscious learning in learners and ensure a school-wide
implementation of UDL. Transforming the school environment would ensure learners an equitable,
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inclusive, and accessible environments that address learner variability, and reduce barriers to their
learning. This involves a focus on various components, namely, transforming physical spaces
(universal design) into learning spaces (universal design for learning), identifying different elements in
each learning space to maximize their learning value, and general accessibility of the school
infrastructure. The chapter aims to provide a framework to design inclusive learning spaces by
deriving insights from the work of various groups of architects in India, Ireland, and the United States
that have explored the relationship between physical spaces and UDL.
Editor: Frontiers Media S.A
Idioma: Inglês
Identificador: ISSN: 2504-284X; EISSN: 2504-284X; DOI: 10.3389/feduc.2022.965818
Planning for Student Variability: Universal Design for Learning in the Music Theory Classroom and
Curriculum
Autor: Quaglia, Bruce W.

Assuntos: Architecture ; Arts & Humanities ; Classrooms ; Colleges & universities ; Core curriculum ;
Curricula ; Disability ; Disabled students ; Education ; Educational technology ; Handicapped
accessibility ; Instructional design ; Learning ; Music ; Pedagogy ; Teaching methods ; Theory
É parte de: Music theory online, 2015, Vol.21 (1)
Descrição: Universal Design for Learning (UDL) embodies a set of principles for developing
accessible curricula and inclusive classroom learning environments. It is a flexible framework that can
be adapted to the individual needs and predilections of a diverse set of learners, including students
with disabilities. UDL can reduce the need for individual accommodations for disabled students, but its
goal is to enhance learning for all students. Research and practical applications have demonstrated that
designing curricula that are intended to provide greater access to learners who are in the margins also
benefits many other learners. The objective of UDL is to develop expert learners throughout a
curriculum by providing multiple means for learning, engagement, and demonstration at each level of
instruction. The core music theory and musicianship curriculum taught at most colleges and
universities will benefit from the guidelines established for UDL, and these are adaptable to various
forms of curricular content. This article provides an overview of the history of UDL and its guidelines,
and then proposes strategies for their implementation that are specific to music theory and
musicianship pedagogy at the planning phase of course design, including assessment. The discussion
engages learning typologies as a means for addressing learner variability throughout the course design.
Editor: CHICAGO: Soc For Music Theory
Idioma: Inglês
Identificador: ISSN: 1067-3040; EISSN: 1067-3040; DOI: 10.30535/mto.21.1.6
Fonte: Web of Science - Arts & Humanities Citation Index - 2015 ; Alma/SFX
Local Collection; Academic Search Premier; DOAJ Directory of Open Access Journals - Not for CDI
Discovery
“In the shoes of another”: immersive technology for social and emotional learning
Autor: Tan, Marcus Cheng Chye ; Chye, Stefanie Yen Leng ; Teng, Kylin Shu Min
Assuntos: Computer Appl. in Social and Behavioral Sciences ; Computer Science ; Computer
Simulation ; Computers and Education ; Decision Making ; Education ; Educational Technology ;
Empathy ; Foreign Countries ; Immersive technology ; Immersive virtual environment ; Information
Systems Applications (incl.Internet) ; Methods ; Perspective Taking ; Responsibility ; Responsible
decision-making ; Secondary School Students ; Social & emotional learning ; Social and emotional
learning ; Students ; Technology Uses in Education ; User Interfaces and Human Computer Interaction
; Virtual reality
É parte de: Education and information technologies, 2022, Vol.27 (6), p.8165-8188
Descrição: There has been increasing use of interactive technologies in the classroom today and a
rising popularity of employing virtual environments as a means to engage students in sensorially rich
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contexts for more embodied forms of experiential learning. In particular, virtual reality (VR) or
immersive virtual environments (IVEs) facilitated by head-mounted displays (HMDs) have been used
in the teaching of subject content such as history, geography and science. This article presents the
findings of an exploratory study of immersive technology, specifically immersive virtual environments
(IVES), for the purpose of social and emotional learning (SEL), in the context of Character and
Citizenship lessons in the Singapore classroom. The social and emotional competencies (SECs)
examined in this project were specifically empathy and perspective-taking, and responsible decision-
making. The study involved a sample of n = 75 students from a cohort of students in a Singapore
school, averaged at 15 years of age. Students were randomly divided into three treatment conditions:
IVEs, pen-and-paper mental simulation and video-viewing. Each treatment contained a problem
scenario, told from a first-person perspective, involving a social and ethical dilemma young people
today face. A quasi-experimental, pre-test post-test, non-equivalent group design was employed, and
the study adopted a mixed-method approach to data collection. The findings reveal that IVEs are not
necessarily more effective than the “pen-and-paper” and video viewing approaches to teaching SECs
but they can better facilitate perspective-taking and empathy for a higher percentage of students.
Idioma: Inglês
35261549
Fonte: Education Resources Information Center (ERIC); PubMed; Springer Online Journals Complete
Exploring the implementation of lesson-level UDL principles through an observation protocol
Autor: Van Boxtel, Joanne M. ; Sugita, Trisha

Assuntos: Access to Education ; Alignment (Education) ; Classroom Observation Techniques ;
College Faculty ; curriculum & instruction ; Educational Principles ; Educational Strategies ;
Instructional design ; Lesson Plans ; Preservice Teacher Education ; Preservice Teachers ; Special
Education ; special education needs ; Special Education Teachers ; Students with Disabilities ; Teacher
Attitudes ; Teacher Educators ; Teachers ; Teaching Methods ; Universal design for learning ; Urban
Schools
É parte de: International journal of inclusive education, 2022, Vol.26 (4), p.348-364
Descrição: The researchers piloted an observational protocol to examine the Universal Design for
Learning (UDL) principles and checkpoint strategies used during daily instruction with a small sample
of general and special education teachers. Observational research on UDL has been recommended
within the literature. Researchers used the high-leverage practice of explicit instruction as the anchor
for the design of the observation protocol. Findings indicate there is alignment between observed UDL
principles and strategies employed at the lesson level and teachers' self-reports of the UDL principles
and strategies employed. Findings also suggest that teachers are using several UDL principles within
their daily instruction and that there is overlap among UDL checkpoint strategies and aligned UDL
principles. Essential UDL principles that pre-service and in-service teachers are expected to deliver at
the lesson level can be prioritised to ensure a developmental approach to the implementation of UDL.
Implications and recommendations for future research are discussed.
Editor: London: Routledge
Idioma: Inglês
Fonte: Education Resources Information Center (ERIC); Taylor & Francis:Master (3349 titles)
Desenvolvimento de Aplicações Acessíveis no Contexto de Sala de Aula da Disciplina de Interação Humano-

Computador
Autor: Martins, Valéria Farinazzo ; Amato, Cibelle Albuquerque de La Higuera ; Ribeiro, Glaucia
Roxo ; Eliseo, Maria Amélia
Assuntos: Computer science ; Disabilities ; Disability ; Education ; Handicapped accessibility ;
Human-computer interface ; Instructional design ; Learning ; Science education ; Universal design
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É parte de: RISTI : Revista Ibérica de Sistemas e Tecnologias de Informação, 2019 (E17), p.729-741
Descrição: During the HCI course, students developed a learning support material for children in
elementary education, based on the Universal Design for Learning concepts, which addresses each
student's abilities, regardless of their cognitive or physical disabilities. Keywords: Human-Computer
Interaction; Teaching-Learning Process; Universal Design for Learning; Accessible Educational
Systems. 1.Introduçao De acordo com a Organizaçao Mundial da Saúde (World Health Organization,
2015), no mundo, 15% da populaçao mundial enfrenta alguma deficiencia. Assistive Technology in
Special Education and the Universal Design for Learning. Differentiating for Diversity: Using
Universal Design for Learning in Elementary Computer Science Education.
Editor: Lousada: Associação Ibérica de Sistemas e Tecnologias de Informacao
Idioma: Português
Identificador: ISSN: 1646-9895
Fonte: Gale Academic OneFile; Alma/SFX Local Collection; DOAJ Directory of Open Access
Applying universal design for learning to instructional lesson planning
Autor: McGhie-Richmond, Donna ; Sung, Andrew N

Assuntos: Access to Education ; Canada ; Curricula ; Disabilities ; Elementary School Teachers ;
Foreign Countries ; Inclusion ; Lesson planning ; Lesson Plans ; Mixed Methods Research ; Secondary
School Teachers ; Teacher centers ; Teacher Education ; Teacher Education Programs ; Teachers ;
Training
É parte de: International journal of whole schooling, 2013, Vol.9 (1), p.43
Descrição: Universal Design for Learning is a framework for developing inclusive instructional lesson
plans. The effects of introducing Universal Design for Learning Principles and Guidelines in a
university teacher education program with pre-service and practicing teachers were explored in a
mixed methods approach. The results indicate that the study participants made significant changes to
their lesson plans to optimally include all students. The participants expressed profound changes in
understanding inclusion and instructional roles and responsibilities.
Editor: Whole Schooling Consortium
Idioma: Inglês
Identificador: ISSN: 1710-2146; EISSN: 1710-2146
Fonte: Gale Academic OneFile; ERIC - Full Text Only (Discovery); DOAJ Directory of Open Access
University students experience the COVID-19 induced shift to remote instruction
Autor: Ives, Bob

Assuntos: Accessibility ; CAI ; Colleges & universities ; Computer Appl. in Social and Behavioral
Sciences ; Computer assisted instruction ; Computer Science ; Computers and Education ;
Coronaviruses ; COVID-19 ; Distance Education ; Doctoral Students ; Educational Change ;
Educational Quality ; Educational Technology ; Graduate students ; Higher Education ; Humanities ;
Information Systems Applications (incl.Internet) ; Instructional design ; Instructional Effectiveness ;
Law ; Online ; Online instruction ; Pandemics ; Quality of instruction ; Research Article ; Statistics for
Social Sciences ; Student Experience ; Students ; Undergraduate study ; University
É parte de: International Journal of Educational Technology in Higher Education, 2021, Vol.18 (1),
p.59-59
Descrição: The COVID-19 pandemic required an abrupt shift from face-to-face to online instruction
for many students in higher education in the United States. Prior research has raised some concerns
about both equitable access to online courses, and the quality of instruction in online courses compared
to face-to-face courses. This survey study included a retrospective pretest approach to comparing
students experiences before and after the transition to online instruction. The sample of 1731 students
ranged across all available topics of study and all class standings from first-year students to doctoral
students at a R1: Doctoral Universities—Very High Research Activity university according to the
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Carnegie classifications. Quality of instruction was addressed through the three principles of Universal
Design for Learning. Students reported that most areas of quality of instruction were poorer after the
transition, with having Engagement dropping by the largest effect size. However, Representation
showed a small effect of improvement following the transition. Students who preferred online
instruction reported less loss of instructional quality. Similarly, students eligible for disability services
also reported less loss of instructional quality. Doctoral students reported significantly poorer access on
multiple measures compared to all four years of undergraduate students’ standings. Results are
discussed in terms of patterns, exceptions, effect sizes, and recommendations for future research.
Editor: Cham: Springer International Publishing
Idioma: Inglês
34805486
Fonte: Gale Academic OneFile; Education Resources Information Center (ERIC); PubMed;
Alma/SFX Local Collection; DOAJ Directory of Open Access Journals - Not for CDI Discovery;
Springer Online Journals Complete
Faculty Perception of Inclusion in the University: Concept, Policies and Educational Practices
Autor: Mora, Ana Maria Moral ; Chiva, Inmaculada ; Lloret‐Catala, Carmen

Assuntos: Attention ; attention to diversity ; College faculty ; Colleges & universities ; equity ; faculty
; Higher education ; Innovations ; Instructional design ; Learning ; Learning styles ; mixed methods ;
Perceptions ; Social commitment ; Social responsibility ; Teachers ; Teaching ; Triangulation ;
universal design for learning ; university policies ; university students
É parte de: Social inclusion, 2021, Vol.9 (3), p.106-116
Descrição: European universities must face the challenge of diversity and design inclusive practices to
address it as part of their social responsibility. However, not all universities are doing the same in
terms of diversity practices, so it is important to gather the perceptions of the protagonists. To this end,
we have analysed university faculty’s perceptions using a mixed model with a concurrent
methodological strategy, including an ad hoc questionnaire validated with 880 educators, as well as 17
semi‐structured interviews. The triangulation of these two instruments allowed us to analyse three key
dimensions associated with the idea of attention to diversity in the university: diversity concept or
culture, policies and programmes of the institution, and inclusive educational practices. The conclusion
is that faculty members are positively predisposed to get involved in the process of attention to
diversity in all three dimensions, especially in the design of inclusive teaching practices such as the
UDL (universal design for learning), although they do point out that it is important to systematise
diversity policies in research, innovation, and teaching to keep promoting the social commitment and
responsibility of higher education institutions.
Editor: Lisbon: Cogitatio Press
Idioma: Inglês
Identificador: ISSN: 2183-2803; EISSN: 2183-2803; DOI: 10.17645/si.v9i3.4114
Fonte: Gale Academic OneFile; DOAJ Directory of Open Access Journals - Not for CDI Discovery
Mobile App for Science Education: Designing the Learning Approach
Autor: Tavares, Rita ; Marques Vieira, Rui ; Pedro, Luís

Assuntos: Animation ; Cognition & reasoning ; Collaboration ; Computer Simulation ; Computer
Software ; Data collection ; Educational Games ; Educational software ; Educational Technology ;
Elementary School Science ; Elementary School Teachers ; Foreign Countries ; Grade 4 ; Handheld
Devices ; Inquiry ; Inquiry-Based Science Education ; Instructional design ; Knowledge ; Knowledge
Level ; Learning ; learning approach ; mobile application ; Personal computers ; Questionnaires ;
Schools ; Science Education ; Science Process Skills ; scientific competences ; Students ; Teaching ;
Teaching Methods ; Technology Uses in Education ; Telecommunications ; Universal Design for
Learning
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Descrição: This paper reports research work related to a wider study, aimed at developing a mobile
app for Science Education in primary-school. Several studies reveal that Science Education can be
improved by using technology, namely educational software. However, to promote a structured use of
technology, innovative learning approaches must be designed for educational software. This paper
aims to answer how the interaction between students and a mobile app for Science Education can
promote students’ scientific competences development and self-regulated learning. To achieve this, a
learning approach was designed, combining the Universal Design for Learning principles, Inquiry-
Based Science Education and the BSCS 5E – teaching model for Science Education designed by the
Biological Sciences Curriculum Study, which results in the acronym of the model. The 5E is related to
each phase of the model: Engagement; Exploration; Explanation; Elaboration; Evaluation. The
proposed was based on a grounded, participatory, and user-centred approach, crossing literature
contributions with data collected among primary-school teachers through the application of a
questionnaire (n = 118). Data collected allowed deductions about the expected adequacy of the
learning approach, according to Nieveen’s criteria for high quality educational interventions. This
adequacy was revealed through the teachers’ conceptions about the potential impact of the
conceptualized mobile app (i) to provide a comprehensive and practical Science Education learning;
and (ii) to enhance students’ scientific competences development and self-regulated learning. The
paper aims to contribute to the design of an innovative learning approach in Science Education and to
share it with other researchers since it can be expanded to other educational software.
Idioma: Inglês
Discovery
Empirical Evidence of Priming, Transfer, Reinforcement, and Learning in the Real and Virtual Trillium
Trails
Autor: Harrington, Maria C R

Assuntos: Biological system modeling ; child-computer interface ; Child-computer-environment
interaction ; Comparative Analysis ; Computer Science ; Computer Science, Interdisciplinary
Applications ; Computer Simulation ; Computer Uses in Education ; Discovery Learning ; discovery-
based learning ; Education ; Education & Educational Research ; educational simulation ; Elementary
School Students ; Empirical analysis ; Environmental Education ; Environmental factors ;
evaluation/methodology ; Field Trips ; Games ; human factors in software design ; human information
processing ; human-computer interaction ; informal learning ; intrinsic learning ; Learning ; Learning
Activities ; modeling ; Pennsylvania ; Priming ; Reinforcement ; Reserves ; salient events ; Science &
Technology ; serious games ; simulation ; Social Sciences ; Software ; software psychology ; Solid
modeling ; Student Attitudes ; Studies ; Technology ; Transfer of Training ; user interfaces ; user-
centered design ; Video Games ; Virtual environment ; Virtual reality ; visualization
É parte de: IEEE transactions on learning technologies, 2011, Vol.4 (2), p.175-186
Descrição: Over the past 20 years, there has been a debate on the effectiveness of virtual reality used
for learning with young children, producing many ideas but little empirical proof. This empirical study
compared learning activity in situ of a real environment (Real) and a desktop virtual reality (Virtual)
environment, built with video game technology, for discovery-based learning. The experiences were in
the form of two field trips featuring statistically identical wildflower reserves. While the results
support that the Real is superior for learning activity, they also show that the Virtual is useful for
priming and reinforcing in-curriculum material, or for situations when the real environment is
inaccessible. Offering the Virtual first primes for learning activity in the Real; if used second, it
reinforces the Real experience, as supporting evidence shows significant transfer effects. Thus, the
Virtual may serve educational goals, if used appropriately, and can come close to the Real. As informal
learning environments, such as field trips and video games, are accepted as motivational, an attitudinal
survey was conducted postexperiences to capture motivational factors at play, to aid in comparison and
contrast, and to provide context to the empirical results on learning activity in situ; however, more
work is needed.
Editor: LOS ALAMITOS: IEEE
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01/02/2023 17:40 about:blank
Idioma: Inglês
Identificador: ISSN: 1939-1382; EISSN: 1939-1382; DOI: 10.1109/TLT.2010.20; CODEN: ITLTAT
Fonte: Web of Science - Social Sciences Citation Index - 2011 ; Web of Science -
Science Citation Index Expanded - 2011 ; Education Resources Information Center
(ERIC); IEEE Electronic Library (IEL) Journals
Familiarity, Current Use, and Interest in Universal Design for Learning Among Online University Instructors
Autor: Westine, Carl D ; Oyarzun, Beth ; Ahlgrim-Delzell, Lynn ; Casto, Amanda ; Okraski, Cornelia
; Park, Gwitaek ; Person, Julie ; Steele, Lucy
Autor: Henderson, Serena ; McGreal, Rory ; Kennepohl, Dietmar ; Blomgren, Constance
Assuntos: Access to Education ; Civil Rights Legislation ; College Faculty ; Colleges & universities ;
Culturally Relevant Education ; Disabled students ; Distance learning ; Educational materials ;
Educational Quality ; Equal Education ; Faculty Development ; Familiarity ; Federal Legislation ;
Guidelines ; Higher education ; Instructional Design ; Online Courses ; Online instruction ; online
teaching ; Quality of education ; State Universities ; Student retention ; Students with Disabilities ;
Teacher Attitudes ; Teaching ; Universal design ; universal design for learning ; Urban Universities
É parte de: International review of research in open and distance learning, 2019, Vol.20 (5), p.20-41
Descrição: This study investigated online faculty familiarity, course design use, and professional
development interest regarding universal design for learning (UDL) guidelines. The researchers
surveyed all 2017 to 2018 online faculty at a large university in the southeastern United States.
Findings included 71.6% of faculty reporting familiarity with at least one UDL guideline, with most
respondents indicating familiarity with guidelines relating to perception, expression, and
communication. Faculty reported the highest implementation of UDL guidelines was for those
suggesting options for comprehension as well as expression and communication; the lowest
implementation was for those suggesting options for physical action as well as language and support.
Survey results also indicated high to moderate interest in learning more about all UDL guidelines, with
emphasis on comprehension, persistence, and expression. This study suggests that faculty members
desire UDL training and offers possibilities for planning and implementing such professional
development in areas targeted to best meet the needs of online faculty.
Editor: Athabasca: Athabasca University Press (AU Press)
Idioma: Inglês
Identificador: ISSN: 1492-3831; EISSN: 1492-3831; DOI: 10.19173/irrodl.v20i5.4258
Fonte: ERIC - Full Text Only (Discovery); Alma/SFX Local Collection
A hybrid recommender system integrated into LAMS for learning designers
Autor: Karga, Soultana ; Satratzemi, Maya

Assuntos: Computer Appl. in Social and Behavioral Sciences ; Computer Science ; Computers and
Education ; Education ; Educational Technology ; Electronic Learning ; Information Management ;
Information Systems Applications (incl.Internet) ; Instructional Design ; Learning Activities ; Learning
management systems ; Preferences ; Systems design ; Teachers ; Technology Uses in Education ; User
Interfaces and Human Computer Interaction ; Value Judgment
É parte de: Education and information technologies, 2018, Vol.23 (3), p.1297-1329
Descrição: In the constantly evolving field of e-learning, the Learning Design (LD) sector constitutes
a critical success factor, as it has the potential to preserve and disseminate effective pedagogical
approaches and enhance the quality of the educational process. Recognizing the LD process as
demanding in terms of time and expertise this paper answers the research question of how to leverage
Recommender Systems (RSs) and reuse pre-existing LD solutions in order to support teachers in the
LD process. In particular, this paper presents the implementation and the first evaluation results of
Mentor. Mentor is an RS that supports teachers in finding pre-existing LDs, which cater better for their
needs and preferences, so as to re-design them. Mentor is integrated into LAMS, which is a well-
known tool for designing, managing and delivering sequences of learning activities. The first user-
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01/02/2023 17:40 about:blank
centric evaluation experiment results are presented and confirm the underlying assumption that Mentor
can facilitate teachers in the LD process. Further results concerning the user’s general perception and
the perceived usefulness of Mentor are discussed.
Idioma: Inglês
Identificador: ISSN: 1360-2357; EISSN: 1573-7608; DOI: 10.1007/s10639-017-9668-0
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Autor: Dickinson, Karen J. ; Gronseth, Susie L.

Universal Design for Learning - A framework for inclusion in Outdoor Learning

Autor: Kelly, Orla ; Buckley, Karen ; Lieberman, Lauren J. ; Arndt, Katrina

Autor: Basham, James D. ; Smith, Sean J. ; Satter, Allyson L.

Autor: Mcmahon, Don Douglas ; Walker, Zachary

The Universal Design for Learning Framework in Anatomical Sciences Education

Autor: Balta, Joy Y. ; Supple, Briony ; O'Keeffe, Gerard W.

Autor: Staats, Susan ; Laster, Lori

Autor: AlRawi, Jamelh Moshbab ; AlKahtani, Mohammed Ali

Universal Design for Learning in Teaching Large Lecture Classes

Autor: Dean, Tereza ; Lee-Post, Anita ; Hapke, Holly

Universal Design of Learning and and inclusion in Basic Education

Autor: Root, Jenny R. ; Cox, Sarah K. ; Saunders, Alicia ; Gilley, Deidre

Autor: García-Campos, María-Dolores ; Canabal, Cristina ; Alba-Pastor, Carmen

Universal design for learning in inclusive education policy in South Africa

Autor: McKenzie, Judith A. ; Dalton, Elizabeth M.

Universal Design for Learning: The More, the Better?

Autor: Roski, Marvin ; Walkowiak, Malte ; Nehring, Andreas

Developing Teachers' Competences for Designing Inclusive Learning Experiences

Autor: Edyburn, Dave L

Autor: Stylianidou, Nayia ; Sofianidis, Angelos ; Manoli, Elpiniki ; Meletiou-Mavrotheris, Maria

Autor: Hanesworth, Pauline ; Bracken, Seán ; Elkington, Sam

Universal Instructional Design Principles for Mobile Learning

Autor: Elias, Tanya

Handheld computers ; Handheld Devices ; Instructional Design ; Internet access ; Material

Universal Design for Learning: Is It Gaining Momentum in Irish Education?

Autor: Flood, Margaret ; Banks, Joanne

Autor: Almumen, Huda A.

Assuntos: Access to Education ; Educational Practices ; Educational Technology ; Elementary

Autor: Miller, Daniel K ; Lang, Patricia L

Autor: Pousson, J. ; Myers, Karen

Autor: Delaney, Thomas A. ; Hata, Maiko

Autor: Lieberman, Lauren J. ; Grenier, Michelle

Autor: Ortiz-Jiménez, Luis ; Figueredo-Canosa, Victoria ; Castellary López, Macarena ; López

Learning ; Pandemics ; Questionnaires ; Special education ; Students ; Teacher education ; teacher

Projecting learner engagement in remote contexts using empathic design

Autor: Xie, Kui

Autor: Arendale, David

Autor: Vasinda, Sheri ; Pilgrim, Jodi

Autor: Awajan, Nasaybah

Autor: Nieminen, Juuso ; Pesonen, Henri Valtteri

Autor: de Jong, Ton

Autor: Dempsey, Audrey M. K. ; Hunt, Eithne ; Lone, Mutahira ; Nolan, Yvonne M.

Beyond Pokémon: Augmented Reality Is a Universal Design for Learning Tool

Autor: Walker, Zachary ; McMahon, Don D. ; Rosenblatt, Kara ; Arner, Tracy

Autor: Khurana, Aashna

Autor: Quaglia, Bruce W.

Exploring the implementation of lesson-level UDL principles through an observation protocol

Autor: Van Boxtel, Joanne M. ; Sugita, Trisha

Desenvolvimento de Aplicações Acessíveis no Contexto de Sala de Aula da Disciplina de Interação Humano-

Applying universal design for learning to instructional lesson planning

Autor: McGhie-Richmond, Donna ; Sung, Andrew N

University students experience the COVID-19 induced shift to remote instruction

Autor: Ives, Bob

Autor: Mora, Ana Maria Moral ; Chiva, Inmaculada ; Lloret‐Catala, Carmen

Mobile App for Science Education: Designing the Learning Approach

Autor: Tavares, Rita ; Marques Vieira, Rui ; Pedro, Luís

Autor: Harrington, Maria C R

A hybrid recommender system integrated into LAMS for learning designers

Autor: Karga, Soultana ; Satratzemi, Maya

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