Universal Design for Learning (UDL)

Lynne N. Kennette

60 citations0/0 files storedJournal of Effective Teaching in Higher Education

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Disability Education and Employment Online and Blended Learning Digital Accessibility for Disabilities

Abstract

Universal design for learning (UDL) ensures that content is accessible to the largest audience by removing learning impediments (CAST, 2011). However, few scholars have surveyed students about how much UDL they encounter in their courses or how important they perceive these course modifications to be, especially in a post-secondary context. To this end, students at a Canadian college were surveyed. In a follow-up survey, faculty were also asked to report on how they thought their students perceived and valued their UDL usage. UDL perceived usage and perceived usefulness data were compared across both students and faculty and there was much agreement across the samples. Disagreements are discussed.

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References

2008Universal Design for Learning Guidelines, version 1.0.2002Choice is good, but relevance is excellent: Autonomy‐enhancing and suppressing teacher behaviours predicting students' engagement in schoolwork 2008The effects of choice on intrinsic motivation and related outcomes: A meta-analysis of research findings.2003The material features of multiple representations and their cognitive and social affordances for science understanding 2015Universal Design for Learning and Instruction: Perspectives of Students with Disabilities in Higher Education 2010Exploring barriers to college student use of disability services and accommodations.2011Student Perceptions of Faculty Implementation of Universal Design for Learning.2007Universal Design for Learning: meeting the challenge of individual learning differences through a neurocognitive perspective

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