Category: Policy UDL

Teachers’ perceptions of UD for Learning

A collage of words relating to universal design for learning. UDL - teachers' perceptions.Teachers who have embraced UDL are great advocates for the process of designing learning programs that include diverse learners. However, not all teachers like the ideas – resistance to change being a major factor. This was one of the findings from research on teachers’ perceptions of UDL (Universal Design for Learning).

Perceptions are unlikely to change by mandating instructional changes and consequently other methods need to be found. That is one of the findings from a research project on UDL. 

Students benefit socially, emotionally and academically with UDL. However, the successful implementation of UDL is based on teachers’ perceptions. Consequently, promoting equitable instruction requires a positive perception of the UDL model. 

Teachers need to see evidence of student success. Real systemic change requires time for teachers to properly learn and implement UDL strategies. That includes professional collaboration, and peer and administrative support. 

Mary E. Jordan Anstead investigated the issues and presents them in her doctoral dissertation Teachers Perceptions of Barriers to Universal Design for Learning.

From the Abstract

This qualitative case study was designed to understand teachers’ knowledge and perceptions of UDL. It was designed to identify the barriers to implementation and how to overcome them.

Participants were teachers who had implemented UDL from a public charter school serving only students in Grades 3-11 with low incidence disabilities. Twenty participated in an online survey, seven participated in an individual interview, and three participated in a group interview. Data were coded and analyzed for common themes.

Participants expressed resistance to change, negative impressions of UDL, and disability bias. 

Recommendations for administrators included strategies for implementation of UDL, periodic collection of teachers’ perceptions of UDL for formative purposes, modeling UDL for teachers, monitoring teachers’ lesson plans, and classroom observations. 

This study contributes to social change by identifying teachers’ perceptions of their own knowledge, needs, and barriers to implementation of UDL in order assist administrators in effectively preparing them for delivery of instructional services to enhance learning for all diverse and struggling students.

To disclose or not to disclose

A distance view of Miami University where the study was carried out.How likely are university students to disclose their disability? The answer is related to whether the disability is visible. The concern of being stigmatised is real and is a form of exclusion. Of course, if the disability is visible then stigma is already part of the student’s life. A recent study found students with invisible disability will be less likely to make use of the institution’s accommodations for disability. However, if the teaching staff were helpful and accommodating anyway, the need for seeking institutional support was reduced. An interesting and relatively easy read for a thesis. 

The title of the thesis is “Effects of Institutional Factors on College Students’ Self- Disclosure of Disability Status and Their Utilization of Disability Services“. Here are two excerpts from the discussion section.

“Students with invisible disabilities in the current study were less likely to use accommodations and self-disclose their disability status to the institution, and students with visible disabilities had used accommodations more often than their peers with invisible disabilities. Research has indicated that students with invisible disabilities perceive revealing one’s disability status as an important decision because it moves the person from a non-stigmatized identity to a stigmatized one.

“This study also found that when professor knowledge and understanding were well-received, students were less likely to self-disclose. This is consistent with research that has indicated students who did not disclose said they felt they didn’t need accommodations because their professors were helpful and accepting of their disability without needing institutional documentation (Cole & Cawthon, 2015). When students do not feel supported by professors, they are more likely to advocate for their rights and self-disclose to the institution, which occurs more regularly for students with invisible disabilities (Marshak et al., 2010).

 

Two people, one UDL story

A silhouette of a person between two rows of books on library shelves.Two people give their perspective on inclusive (or not) education. One is a teacher, the other a student with a disability. Their opening statements provide a context for the article. They trace some of their experiences seeking to overcome barriers to inclusive education, classrooms and teaching.

The teacher’s experiences show that colleagues were, and are not, interested in inclusive education. Students with disability lack a voice and are separated into special education classes. The student story includes an action project – taking fellow students to the streets to photograph barriers to inclusion and making a case to the mayor. Both the teacher and the student conclude by saying they want to find ways of helping people with disability advocate for themselves. Clearly, no-one is listening at the moment. Bottom line: there is much academic writing about universal design for learning (UDL), but it seems policy and practice still lag far behind.

The title of the article is, A Duoethnographic Journey of Inclusion to Access.
By Ashley Cartell Johnson & Courtney Hineman of  Miami University.

 

Online learning for everyone

Shane Hogan is speaking at a seminar. He dressed in a grey shirt and tie. He is talking about online learning. Online learning is taking off in this new digital age. Shane Hogan from Centre for Excellence in Universal Design based in Ireland shows how to make sure the maximum number of people can access and participate in online-learning programs. Using the example of creating e-learning for the public sector on disability equality training, Shane explains the steps they took in the development, and the ways in which content was presented.

For anyone involved in online-learning, the 18 minute video is well worth watching to the end. He also addresses employee industrial issues and concerns over privacy and successful course completion.

When this video was developed, learning via a computer was a new concept. The COVID pandemic increased the take-up of this learning method in 2020. 

Find out more in the section on Universal Design for Learning.