As the task force delves into existing research on Universal Design for Learning, team members have created summaries in the form of PowerPoint presentations of the following articles. The summaries, as well as links to the original articles, are available below for anyone who is interested. The full versions of most of these articles are publicly accessible; if you would like to read any that are not accessible to you, please contact Krista Riley in the PSI office about borrowing a printed copy.
Burgstahler, S. (2015). Equal Access: Universal Design of Instruction. A checklist for inclusive teaching. Disabilities, Opportunities, Internetworking, and Technology. University of Washington.
Sheryl Burgstahler’s article is part of a wider initiative to provide resources for the practice of Universal Design principles in the field of education. The article outlines Universal Design for Instruction principles as well as examples of Universal Design for Instruction practices.
Edyburn, D.L. (2010). Would you recognize Universal Design For Learning if you saw it? Ten propositions for new directions for the second decade Of UDL. Learning Disability Quarterly, 33-41.
The author provides a background on the development of UDL and offers ten propositions for its future.
McGuire, J., Scott, S., & Shaw, S. (2003). Universal design for instruction: The paradigm, its principles, and products for enhancing instructional access. Journal of Postsecondary Education and Disability, 17(1), 11-21.
The article identifies the barriers to student learning and the best experiences of students based on student interviews. Interviews with faculty identify best practices for accessibility and learning. Training is important for faculty who may be experts in their respective fields, but do not have expertise in teaching. Important point is that systemic change in implementing UDL must come from all levels of the institution – administrators, faculty, and students.
Orr, A. C., & Hammig, S. B. (2009). Inclusive Postsecondary Strategies for Teaching Students with Learning Disabilities: A Review of the Literature. Learning Disability Quarterly, 32(3), 181-196.
This article consists of a literature review of 38 research-based articles related to the efficacy of universal design for students with learning disabilities at the postsecondary level. Five main UDL approaches were identified using a content analysis of the articles: Backward design, multiple means of presentation, inclusive teaching strategies and learner supports, inclusive assessment, and instructor approachability and empathy. While all of the above UDL approaches were found to be valued and/or efficacious for students with LD, the overwhelming response of LD students emphasized caring staff and a safe environment above other supports.
Roberts, K. D., Park, H. J., Brown, S., & Cook, B. (2011). Universal Design for Instruction in Postsecondary Education: A Systematic Review of Empirically Based Articles. Journal of Postsecondary Education and Disability, 24(1), 5-15.
The authors reviewed 8 published peer-reviewed articles on the use of Universal Design (UD) in postsecondary institutions. The articles reviewed included 6 qualitative, 1 quantitative, and 1 mixed qualitative/quantitative studies. The authors concluded that although UD was deemed useful and theoretically sound, there is little empirical evidence to support its effectiveness as a means to improve student outcomes.
Zaloudek, J. (2014). Radical Accommodation: Design for Extreme Access to Education. Future of Education International Conference: Florence, Italy.
This article looks at the danger of “ego design,” which reproduces pedagogical privilege in the classroom, and argues that it is more productive to see the curriculum – and not the students – as disabled. The author argues for the value of “radical accommodation” in order to make classes accessible to students in a wide range of life situations.
Click on the image to the right to view notes that summarize the article, or find the full article in PDF here.