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The Faculty Perspective on Universal Design for Learning

Margaretha Vreeburg Izzo · Alexa Murray · Jeanne A. Novak

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Disability Education and Employment Inclusion and Disability in Education and Sport Digital Accessibility for Disabilities

Abstract

This article presents the results of two studies on the applicability and use of universal design in higher education. In Study 1, the instructional climate for students with disabilities was assessed through a survey of 271 faculty members and teaching associates (TAs) and focus groups with 92 additional faculty members and TAs. Survey respondents ranked universal design for learning (UDL) as the most needed training topic. A web-based, self-paced professional development tool called FAME (Faculty and Administrator Modules in Higher Education) was developed, piloted, and revised in response to the training needs identified. In Study 2, a review of FAME by 98 faculty members and administrators supported the value of on-demand, multi-modal professional development in universal design. Ninety-two percent of respondents reported increased comfort in meeting the instructional needs of students with disabilities as a result of using this curriculum. Implications and specific guidelines for providing educational access to students with disabilities are discussed.

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References

1956Taxonomy of Educational Objectives: The Classification of Educational Goals, Handbook I: Cognitive Domain 1989Seven Principles for Good Practice in Undergraduate Education 2003Teaching every student in the digital age: universal design for learning 2008Universal Design in Higher Education: From Principles to Practice.2005After High School: A First Look at the Postschool Experiences of Youth with Disabilities. A Report from the National Longitudinal Transition Study-2 (NLTS2).2000Universal Design for Learning 2006Universal Design for Learning in Postsecondary Education: Reflections on Principles and their Application 2005The Universally Designed Classroom: Accessible Curriculum and Digital Technologies.

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2018Teacher confidence to implement the principles, guidelines, and checkpoints of universal design for learning 2013University Faculty Attitudes toward Disability and Inclusive Instruction: Comparing Two Institutions.2016Factors Affecting Learners With Disabilities–Instructor Interaction in Online Learning 2023Effects of a Universal Design for Learning (UDL) Training Course on the Development Teachers’ Competences: A Systematic Review

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