Research Articles
Research Articles
Hall, Cohen, N., Vue, G., & Ganley, P. (2015). Addressing Learning Disabilities With UDL and Technology: Strategic Reader. Learning Disability Quarterly, 38(2), 72–83. https://doi.org/10.1177/0731948714544375
CAST created Strategic Reader, a technology-based system blending Universal Design for Learning (UDL) and CurriculumBased Measurement (CBM) in a digital learning environment to improve reading comprehension instruction. In this mixed-method study design, of quantitative and qualitative methodology, the researchers analyzed whether UDL-CBM embedded directly into an instructional digital environment supported better reading outcomes for all students, particularly those with disabilities, and determined whether providing support for teacher instructional decision making and differentiated instruction for individual students leads to appropriately supported reading. This study showed that technology can help the teacher do his or her job more effectively by extending his or her reach to more students more of the time.
Connecting Universal Design for Learning With Culturally Responsive Teaching.
Kieran, L., & Anderson, C. (2019). Connecting Universal Design for Learning With Culturally Responsive Teaching. Education and Urban Society, 51(9), 1202–1216. https://doi.org/10.1177/0013124518785012
Witht he increasingly sociocultural and linguistic diversity in schools around the globe, Universal design for learning (UDL) has provided educators with a framework for differentiation to address learner differences. This paper affirms the intersection between UDL and Critical Race theory, both frameworks require teachers to be aware of their students as individuals who have different and unique learning needs. The author argues that teachers need to learn about their students backgrounds, skills and cultures, in addition to being aware of their own personal biases.
Pellerin. (2013). E-inclusion in Early French Immersion Classrooms: Using Digital Technologies to Support Inclusive Practices That Meet the Needs of All Learners. Canadian Journal of Education, 36(1), 44–70.
In this action research project the authors investigated the use of digital technologies to support inclusive practices in Early French Immersion (EFI) classrooms. The findings reveal that the collaborative action research project contributed to empowering teachers in using digital technologies to support the implementation of new inclusive instructional strategies. The use of digital technologies allows for the implementation of inclusive instructional strategies by providing multiple means of representation, action and expression, and engagement, based on the Universal Design Learning (UDL) framework. The findings also support the adoption of an e-inclusion approach in EFI classrooms to meet the needs of all learners.
Orellana, Arguello, G., Kanzki-Veloso, E., & Wojnas, K. (2021). EFFECTIVENESS OF REAL-TIME AUTOMATED CAPTIONS AND SUBTITLES AS TEXT-BASED ALTERNATIVE TO AUDITORY INFORMATION IN UNIVERSAL DESIGN FOR LEARNING. Quarterly Review of Distance Education, 22(4), 27–97.
Captions are the transcription of the presenter’s speech in the same language and subtitles are the translation of the speech into a different language. In general, the use of captions in recorded videos has been proven to be an effective and beneficial tool to many many (e.g., Dallas et al., 2016; Gernsbacher, 2015; Linder, 2016; Morris et al., 2016). The use of captions aligns with UDL principles. It is also a matter of compliance with regulations and guidelines regarding accessibility, such as the Americans with Disabilities Act, and , the Rehabilitation Act Section 508 . The purpose of this study was to determine the effectiveness of PowerPoint Live’s feature of real-time automated captions/subtitles in English and Spanish as measured by the word accuracy of the captions; and the quality of the subtitles. Based on the findings the researchers cautiously concluded that PowerPoint Live could be a valuable tool to help implement UDL Checkpoint 1.2 for real-time captions and translated subtitles, mainly if the viewer can hear the speaker and read the captions/subtitles.
Universal Design for Learning (UDL) Across Cultures
Almumen. (2020). Universal Design for Learning (UDL) Across Cultures: The Application of UDL in Kuwaiti Inclusive Classrooms. SAGE Open, 10(4), 215824402096967–. https://doi.org/10.1177/2158244020969674
The authors of this study investigate the effectiveness of UDL in inclusive settings with students with and without disabilities. The study took place in Kuwait and the participants included 5 teachers, twenty-five consecutive observations were conducted to derive the primary data for this study. Findings demonstrated that the use of technology was highly supportive in all classroom environments. 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.
Using evidence-based multimedia to improve vocabulary performance of adolescents with LD: A UDL approach
Kennedy, M.J., et al., 2014. Using evidence-based multimedia to improve vocabulary performance of adolescents with LD: A UDL approach. Learning disability quarterly, 37, 71–86. doi:https://doi.org/10.1177/0731948713507262.
CAPs are multimedia-based instructional modules with looks and sounds structured in a way consistent with UDL’s principles of multiple means of representation and engagement (CAST, 2011). In this study, we used a related model to guide creation of a multimedia-based instructional tool called content acquisition podcasts (CAPs). High school students with and without learning disabilities completed weekly curriculum-based measurement (CBM) probes (vocabulary matching) over an 8-week period along with two corresponding posttests. Results revealed that students with and without disabilities made significant growth on CBMs and scored significantly higher on the posttests when taught using CAPs.