Research
Articles for more in depth understanding
This article focuses on the extent that UDL framework provides access to the general education curriculum for students with diverse needs. Over the course of the article, the authors examine 13 studies that looked into the impacts of UDL framework within schools.
Citation:
Ok, M. W., Rao, K., Bryant, B. R., & McDougall, D. (2017). Universal Design for Learning in Pre-K to Grade 12 Classrooms: A Systematic Review of Research. Exceptionality, 25(2), 116–138. https://doi.org/10.1080/09362835.2016.1196450
Within this article, future general education teachers received training in the area of UDL framework and practices. The future educators were required to write a lesson plan pre and post UDL training. The authors discovered that the quality of the lesson plans greatly increased post training.
Citation:
Unluol Unal, N., Karal, M. A., & Tan, S. (2022). Developing Accessible Lesson Plans with Universal Design for Learning (UDL). International Journal of Disability, Development, and Education, 69(4), 1442–1456. https://doi.org/10.1080/1034912X.2020.1812539
With inclusion of students with diverse needs increasing within the general education setting, general education teachers have been faced with new challenges including the AT tools within the classroom. These authors reviewed 30 articles to evaluate common findings between research regarding general education classrooms, inclusion and assistive technology.
Citation:
Zilz, W., & Pang, Y. (2021). Application of assistive technology in inclusive classrooms. Disability and Rehabilitation: Assistive Technology, 16(7), 684–686. https://doi.org/10.1080/17483107.2019.1695963
This article focuses on educators perspectives and opinions on students using assistive technology within the classroom. An educators personal opinions on AT may impact the experience students have while learning. This article also focusing on topics that may impede individuals from using AT.
Citation:
Ahmed, A. (2018). Perceptions of Using Assistive Technology for Students with Disabilities in the Classroom. International Journal of Special Education, 33(1), 129-.
This article is related to the previous article in topic but greatly differs in year with a 17 year difference and in participants. Within this article a workshop was conducted and findings provided evidence for the need of continued learning and training.
Citation:
Maushak, N. J., Kelley, P., & Blodgett, T. (2001). Preparing Teachers for the Inclusive Classroom: A Preliminary Study of Attitudes and Knowledge of Assistive Technology. Journal of Technology and Teacher Education, 9(3), 419-.
Web links for more in depth understanding
Citation:
Rao, K. (2021). Inclusive Instructional Design: Applying UDL to Online Learning. The Journal of Applied Instructional Design, 10(1). https://dx.doi.org/10.59668/223.3753
Citation:
Davies, R. S. & West, R. E. (2018). Technology Integration in Schools. In R. E. West (Ed.), Foundations of Learning and Instructional Design Technology. EdTech Books. https://edtechbooks.org/lidtfoundations/tech_integration_in_schools
Citation:
Gronseth, S. L., Michela, E., & Ugwu, L. O. (2021). Designing for Diverse Learners. In J. K. McDonald & R. E. West (Eds.), Design for Learning: Principles, Processes, and Praxis. EdTech Books. https://edtechbooks.org/id/designing_for_diverse_learners
Citation:
Michela, E. (2020). Universal Design for Learning: Teacher Planning for Technology Integration. In A. Ottenbreit-Leftwich & R. Kimmons (Eds.), The K-12 Educational Technology Handbook. EdTech Books. https://edtechbooks.org/k12handbook/universal_design_for_learning
Citation:
Teemant, A. & Pinnegar, S. E. (2019). Inclusive Pedagogy: A Conceptual Framework for Educating Students of Diversity. In B. Allman (Ed.), Principles of Language Acquisition. EdTech Books. https://edtechbooks.org/language_acquisition/inclusive_pedagogy