Promoting the implementation of universal design for learning in USAID’s education activities

• In Event: Supporting the adoption of universal design for learning in low- and middle-income countries

Proposal

Introduction. USAID committed itself to two goals for UDL at 2022 Global Disability Summit (GDS): 1. Incorporate principles of UDL for all learners in all new USAID education programs, and 2. Continue to provide USAID staff and partners with the knowledge, skills, and tools to advance and effectively implement disability inclusive education as well as UDL at all levels of the education continuum (GDS, 2022).

Purpose. USAID commissioned the UDL Implementation Matrix to advance the two goals. The matrix allows Missions and partners to understand UDL’s crucial elements for creating inclusive learning environments and education for all learners. The matrix facilitates UDL’s integration into USAID education activities which enables schools and teachers in low- and middle-income countries to transform instruction so learners have greater choice in how they engage, represent, and express what they learn. Choice empowers learners to act on their own learning and out into the world.

Research Questions. 1. What does quality UDL look like in a classroom? 2. What does quality UDL look like in a school? 3. What does quality UDL look like in a national education system? 4. What interventions strengthen the implementation of UDL and the achievement of UDL as an outcome? 5. Where should USAID prioritize its investment in the short-, medium-, and long-term?

Methodology. The research uses qualitative methods: key informant interviews (KIIs) and literature review. The KIIs target USAID Mission staff and partner staff for 17 USAID-funded education activities using UDL in Cambodia, El Salvador, Guatemala, Liberia, Malawi, Mali, Morocco, Nepal, Papua New Guinea, Rwanda, Tajikistan, and Tanzania. The literature review examines evidence about UDL’s impact on learners’ learning outcomes and social-emotional learning. Documents include meta-analyses and systematic reviews, USAID’s reports on UDL, and articles on UDL in low- and middle-income countries.

Sampling. Purposive sampling for the KIIs targets 26 people including USAID Mission Staff from seven countries and partner staff for 17 USAID education activities. Literature review has 42 documents.

Data Collection and Analysis. The research team assembles a document list and KII protocol in consultation with USAID and an external UDL expert. The research team reviews documents and KII transcripts based on a codebook and framework reflecting the research questions and UDL principles of engagement, representation, and action/expression. Research team members employ thematic analysis of literature review notes and KII transcripts.

Findings and Conclusions. The matrix will provide a clear sense of how USAID education activities have applied crucial elements of UDL to the context of USAID activities in basic education. In particular, the matrix identifies the crucial elements, provides conceptual definitions, and illustrates elements with examples from USAID activities in classrooms, schools, and education systems. The matrix should serve as a foundation for USAID to expand its application of UDL across education activities.

Authors

• Sean Kelly, EnCompass LLC

• Miranda MacKay Cairns, EnCompass LLC