Proactive Design and Inclusive Practice: Understanding Universal Design for Learning

• In Event: AERA Poster Session 12
  In Poster Session: Instructional Strategies and Learning Tools to Support STEM Learning

Abstract

Issues with retention, persistence, and completion are attributed to the increase of diversity and variability amid students entering higher education (Schelly et al., 2011). Among that variability are perceptual ability, language ability, background knowledge, cognitive strategies, and motivation (Nelson & Bashman, 2014). In this mixed methods study, we explore the implementation of UDL and how it benefits the variability of learners present in higher education. Proactive and inclusive in design, Universal Design for Learning (UDL) is used as an evidence-based approach that recognizes that variance among learners is the norm, not the exception. Additionally, implementation of UDL benefits students with identifiable and unidentifiable disabilities that are unaware of disability services, do not want to disclose their disability, or are undiagnosed.

Authors

• Denia Guadalupe Bradshaw, California State University - Los Angeles

• Bahiyyih Hardacre, California State University - Los Angeles