References

Benton-Borghi, B. H. (2013). Intersection and Impact of Universal Design for Learning (UDL) and Technological, Pedagogical, and Content Knowledge (TPACK) on Twenty-First Century Teacher Preparation: UDL-Infused TPACK Practitioner’s Model. Journal of Educational Computing Research, 245-265. doi: 10.1007/978-1-4899-8080-9_15

This article was written with teacher candidates as the author’s intended audience. The purpose of this article is to help teacher education candidates understand how Universal Design for Learning (UDL) and Technological, Pedagogical Content Knowledge (TPACK) can be fused together to prepare them to graduate as capable practitioners with the “knowledge, skills, and dispositions needed to teach the full spectrum of learners.” The authors dissect and clarify TPACK and UDL and then provide a framework for bringing the two constructs together for teachers to implement the ideas in the classroom. This article helped us to see how adding TPACK to UDL serves to help educators more effectively plan teaching and learning experiences for all the varied learners in their classrooms.

Bernacchio, C., & Mullen, M. (2007). Universal design for learning. Psychiatric rehabilitation journal, 31(2), 167.

This is an excellent article for getting an increased grasp on universal design for learning (UDL). The authors liken the process of UDL to that of an architect designing a building for all that would be willing to enter it. Universal design as such is promoting an educational experience that is accessible for all who enter into it. The authors argue that UDL enables flexibility in the education process that allows learners to take ownership for their experience fueled by instructors that; help students define goals, select appropriate materials and resources to help the students reach their goals and designing applicable assessments to meet the needs of the student and curricula. Technology has become a vehicle for making this type of learning possible and Bernacchio and Mullen would argue that an increase in technology has provided more modalities to help teachers plan learning experiences that promote success for all learners.

Izzo, M. V., & Bauer, W. M. (2015). Universal design for learning: enhancing achievement and employment of STEM students with disabilities. Universal Access in the Information Society, 14(1), 17-27.

Izzo and Bauer’s article has a central focus on using Universal design for learning to make higher education in the sciences a more accessible reality for students with special needs. The authors were compelled to research this area after realizing that only “only about 7% of graduate students in science and engineering are persons with disabilities”. Sevo noticed that Universities were quick to make physical accommodations for students with disabilities but pedagogy, accessibility and assessment have been slower to be put into practice in a practical way. The authors proceed to show UDL as a means of making educational practice in higher learning more accessible to students with disabilities. They define the three core principles in a detailed way and then provided some education technological options for promoting accessibility for varied learners. What we found additionally compelling about the technology that was chosen by the authors was that they didn’t only apply to a STEM or higher learning context but were focused on the learners needs and thus could be used throughout all subjects and age groups.

Scott, J. C., Cooley-Nichols, S., Brinson, S. A., & Legard, C. (2008). Utilizing assistive technology in inclusive classrooms: Leaving no child without. Journal of Educational Technology, 5(1), 59-65. Retrieved from http://libproxy.library.wmich.edu/login?url=http://search.proquest.com.libproxy.library.wmich.edu/docview/1826534541?accountid=15099

This article examines the use of hand-held computers and related software programs for planning, content delivery, and assessment in inclusive elementary settings. Overall findings suggest that students including those with disabilities and other at risk populations benefit from “strategically designed computer supported assignments and instructions” (Scott et al, 2008, p.1). Specific technologies referenced included digital voice recorders, Quictionary Pens, book readers, and math manipulatives. In addition to evaluating the efficacy of specific tools for meeting diverse learning needs, the study also explored the skills and competencies needed for general educators to effectively integrate technology in inclusive settings. Findings support the need for ongoing professional development and training in the areas of technology and differentiated instruction. Researchers emphasized the gap in most teacher preparation programs; indicating that most programs do not expose pre-service teachers to technology that can be used to address critical areas such as math and reading. Although not directly addressed, this article supports the need for a framework such as Universal Design for Learning to assist general educators in gaining the skills and competency to design lessons and instructional materials that meet the learning needs of the full range of students.

Smith Canter, L. s., King, L. H., Williams, J. B., Metcalf, D., & Myrick Potts, K. R. (2017). Evaluating Pedagogy and Practice of Universal Design for Learning in Public Schools. Exceptionality Education International, 27(1), 1-16. Sukhai, M. A., & Mohler, C. E. (2016). Creating a Culture of Accessibility in the Sciences. Academic Press

This article summarized a study that examined outcomes and effects associated with a professional development program on the perceptions and adoption of UDL principles in inclusive K–12 settings. Specific areas addressed in the study included teachers’ perceptions, conceptualizations, and implementation of UDL principles and practice. The article emphasized the need for instructional strategies that address the needs of diverse learners and characterized UDL as a “proactive educational pedagogy encouraging inclusion and equitable access for all learners” (Smith et al, 2017, p.15). Due to the small number of participants, findings cannot be generalized to other settings however data analysis revealed trends that were said to be “promising in demonstrating that the UDL framework and infusion of technology, along with adequate support and training during implementation, result in instructional practices that are more inclusive of all diverse learners across educational settings” (Smith et al, 2017, p.15).