Research about Universal Design for Learning: Moving Beyond What We Think We Know

ID: 54209 Type: Full Paper
  1. Cynthia Okolo, Ian Clemente, Shawn Daley, Julie Brehmer, Aric Gaunt, Ying Hu, Eileen Mooney, and Jessica Sprick, Michigan State University, United States
  2. Jeff Diedrich, ALT+Shift, United States

Thursday, March 21 12:00-12:30 PM

No presider for this session.

Universal Design for Learning is a framework for designing and optimizing teaching and learning based on scientific insights into how people learn. In this paper, we review 122 peer-reviewed papers, published between 2001 and early 2019, that investigated the use of UDL in early childhood through postsecondary education settings. Highlights of our results include the finding that the quantity and quality of research about UDL have consistently increased over time. UDL research studies are concentrated in journals targeted to special educators. The nature of research, questions asked, and the methods used vary based on the characteristics of participants and the educational contexts in which studies are conducted, suggesting that broad generalizations about the impact and efficacy of UDL are not likely to be productive. Implications for future UDL research are discussed.

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