Universal Design for Learning – Special Education

Sample: 2 case studies Age or developmental stage: 5 -12 years old.

Woolner, P., Hall, E., Wall, K., & Dennison, D. (2007). Getting together to improve the school environment: User consultation, participatory design and student voice. Improving Schools, 10(3), 233–248. https://doi.org/10.1177/1365480207077846 Woolner, Hall, Wall, and Dennison address how to create a school environment that has a participatory design based on student voice and user consultation. The methods involved in this case study is a high school for boys in Aibirth, Liverpool and 992 students attend the school with ages ranging from 11 to 18 years old. The methods involve a project called the Schools Renaissance that addresses how students see their school and allow them to have the main role in the design process of a school. The study measured teachers’ perspectives and students’ perspectives on a new learning space. The case study found that consulting students about a school design allow for a participatory lesson and the ability to focus on creating a school that is inclusive for the student’s learning. The study also found that frustrations may occur during the process, but the ability to listen to all voices needs to occur.

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Publication type: Journal Article Study type: Case Study Sample: 992 Students, 1 School Duration: Cross-sectional, Longitudinal, 1 School Year Age or developmental stage: High School

Brunzell, T., Stokes, H., & Waters, L. (2016). Trauma-Informed Flexible Learning: Classrooms That Strengthen Regulatory Abilities. International Journal of Child, Youth and Family Studies, 7(2), 218. https://doi.org/10.18357/ijcyfs72201615719 The authors’ aim to study flexible learning spaces as they pertain to students with past trauma and require intentional pedagogical approaches to learn in a healthy setting that cares for their mental well-being (in ways that students without a past history of trauma may not). They study this through the Trauma-Informed Positive Education (TIPE) framework. After conducting a literature review, the researchers detailed a qualitative case study which embedded the researchers within a classroom working with the TIPE framework at an Australian school with students aged 12-17. The research consisted of observation and group interviews with teachers. The researchers specify that this study looks at the first of three domains of TIPE, which is referred to as “increasing regulatory abilities” and is part of a larger study that considers all three domains. They discuss four sub-categories of

this first domain: rhythm, self-regulation, mindfulness, de-escalation. There are specific actions and activities within the flexible learning classroom that pertain to each of these sub-categories 430.

Publication type: Journal article Study type: Case study Sample: 9 teachers Duration: Longitudinal, 13 weeks (first phase) Age or developmental stage: Teachers in a school for 12 to 17 years old

Ehlinger, E., & Ropers, R. (2020). “It’s All About Learning as a Community”: Facilitating the Learning of Students With Disabilities in Higher Education Classrooms. Journal of College Student Development, 61(3), 333–349. https://doi.org/10.1353/csd.2020.0031 This paper aims to identify factors that facilitate learning and barriers to learning for students with disabilities. Disabilities can refer to physical or cognitive disabilities or mental illness. The factors of study involved physical school environments as well as attitudes or perceptions of teachers and fellow classmates. The researchers discuss a qualitative case study research with 13 students with disabilities at a large Midwestern US university. The research involved two rounds of interviews (at the beginning and end of a semester) as well as four separate rounds of journal entries by the students. As a result of the qualitative research, the researchers divided the results into elements/ practices that facilitated learning and feelings of acceptance/belonging, and barriers to learning/acceptance. Facilitators included 1) Instructor messaging, 2) Community in the classroom, and 3) Validating identity and bringing in diverse perspectives. Barriers included 1) Instructor role (mostly unintended comments or actions that revealed systemic discrimination), 2) Classroom dynamics, 3) Oppression, ableism, and stigma. 431

Publication type: Journal article Study type: Research study Sample: 13 college students Duration: Single point in time Age or developmental stage: University

Lopes-Murphy, S. (2012). Universal Design for Learning: Preparing Secondary Education Teachers in Training to Increase Academic Accessibility of High School English Learners. The Clearing House: A Journal of Educational Strategies, Issues and Ideas, 85(6), 226–230. https://doi.org/10.1080/00098655.2012.693549 In this review the author seks to highlight the use of Universal Design in Learning (UDL) for students who are English Learners, and could benefit from thoughtful planning and design. The author conducts a thorough review of relevant literature to make recommendations. Some design ideas that would fit the UDL framework include: instructional tools and strategies that are flexible and engaging and that allow learners to demonstrate learning in multiple ways; presentation approaches that, in addition to verbal and written, rely on resources that are appealing to different learning styles; alternative ways through which learners can demonstrate their knowledge; a variety of scaffolding devices that incorporate charts and graphic organizers while material is presented; visuals that supplement printed materials; classroom

configurations that allow for small-group work and collaboration; a variety of instructional methods that stimulate student engagement and motivation; the involvement of students through meaningful participation in learning activities 425

Publication type: Journal article Study type: Literature review

Martin, C. S. (2016). Exploring the impact of the design of the physical classroom environment on young children with autism spectrum disorder (ASD). Journal of Research in Special Educational Needs, 16(4), 280–298. https://doi.org/10.1111/1471-3802.12092 Martin addresses how children with autism spectrum disorder (ASD) are impacted by their classroom design. The methods involved in this study were 19 articles and 1 conference proceeding that address how children with ASD can be supported in their physical classroom environment. The factors that were measured in the classrooms were human factors, lighting, acoustics, indoor air quality, and thermal comfort. Post-occupancy evaluation, research, theories, and universal design were also factors that were measured. The review and study measured similarities and differences in studies that showed a variety of results. The study and literature found that there should be a heuristic approach when designing a classroom environment for children with ASH. The study and review found that decisions need to be made from evidence-based strategies. The study also found that there is a limit in the sample sizes, so it is important to understand that results will vary between spaces. 432

Publication type: Journal Article Study type: Research Study/Literature Review Sample: 19 Articles, 1 Conference Proceeding Duration: Cross-sectional, Longitudinal, 12 Years Age or developmental stage: Young Children

Meo, G. (2008). Curriculum Planning for All Learners: Applying Universal Design for Learning (UDL) to a High School Reading Comprehension Program. Preventing School Failure: Alternative Education for Children and Youth, 52(2), 21–30. https://doi. org/10.3200/psfl.52.2.21-30 In this paper the author introduces the concept of Universal Design for Learning (UDL), and discusses a case study of a high school social studies class that implemented a UDL curriculum. The goal is to highlight the advantages of implementing UDL into an educational pedagogy in order to engage a wide range of learners, with different learning styles. After discussing the background research into UDL, the author discusses two high school teachers - a special education teacher and a teacher of typical classes - and their training and implementation of UDL in their classes. Together with a team of UDL professionals, called the Planning for All Learners (PAL) team, a series of focus groups and trainings took place to prepare the teachers to adapt their curriculum. Through focus groups with the PAL team, four steps in the UDL process took shape: 1) Set goals, 2) Analyze current status of curriculum and classroom, 3) Apply UDL to lesson or unit development, 4) Teach the UDL lesson or unit. The non-special education teacher in the study

remarked that before, he had considered student failure a personal problem, and their fault - rather than a failure of the curriculum or other barrier to learning. 427

Publication type: Journal article Study type: Case Study Sample: 2 teachers Duration: Single point in time Age or developmental stage: High school

Spooner, F., Baker, J. N., Harris, A. A., Ahlgrim-Delzell, L., & Browder, D. M. (2007). Effects of training in universal design for learning on lesson plan development. Remedial and Special Education, 28(2), 108–116. https://doi.org/10.1177/07419325070280 020101 The authors sought to determine how a brief training on UDL (Universal Design in Learning) might impact teaching students’ lesson plans. The researchers identified 72 undergraduate and graduate students in an education program at a southeastern US university as the research participants. Participants were randomly assigned to the experimental group or the control group. The experimental group received 1-hr of specific UDL training before an assignment to design an elementary school lesson plan; the control group received the training after the assignment. Lesson plans were scored based on accessibility for students with various disabilities and impairments, in order to determine how impactful a 1-hr training on UDL might be in student learning. The researchers instituted a scoring system which “graded” lesson plans based on three tenets of UDL: representation, expression, and engagement. The experimental group, crafted lesson plans which were more suitably and appropriately accessible to all types of students. 426

Publication type: Journal article Study type: Experimental study Sample: 2 groups of students Duration: Single point in time Age or developmental stage: University students

Staats, S., & Laster, L. A. (2018). Extending universal design for learning through concurrent enrollment: Algebra teachers’ perspectives. Education Sciences, 8(4). https:// doi.org/10.3390/educsci8040154 The researchers aim to make the case for the concept of concurrent enrollment (where students take that are valid for university credit at their secondary institution), as an opportunity for Universal Design for Learning (UDL) to tackle issues of race, socioeconomic class, and other potential systemic barriers. They conducted several semi-structured focus groups with high school and college teachers in Minnesota that participated in a concurrent enrollment program, and specifically focused on the equity goals of the program. As a result of the research, the authors found that “teachers 1) describe equity in social terms of race, ethnicity, income, immigration, and language status in addition to measures of academic success; 2) perceive improvements in students’ attitudes towards mathematics, school, and university education; 3) perceive student academic growth through