Universal design for learning: connecting teacher implementation to student outcomes

Abstract

The present study investigates the correlation between teachers’ implementation of Universal or Learning (UDL) in Mathematics and English/language arts (ELA) instruction and students’ performance as measured by the state-wide standardised tests. Teacher participants included ELA and Mathematics teachers in grades 3–8 from a district in the United States in which the UDL framework had been adopted as a system-wide initiative. Student participants included all students in grades 3–8, including students identified with a disability, who took the state’s standardised tests. In correlational analyses, findings showed a positive relationship between teachers who had higher UDL implementation scores and students who obtained higher standardised tests scores than the students of teachers who had lower UDL implementation scores.

Cite this work

No public copy is stored for this record, so only the metadata is cited.

Stored only when both papers are in the corpus — 15 citations exist upstream.

Papers that cite the same references — the relational fallback while embeddings are still backfilling.