Hostname: page-component-8448b6f56d-t5pn6 Total loading time: 0 Render date: 2024-04-16T08:51:47.217Z Has data issue: false hasContentIssue false

‘Our Classes Are Like Mainstream School Now’: Implementing Universal Design for Learning at a Special School

Published online by Cambridge University Press:  22 June 2023

Therese M. Cumming*
Affiliation:
School of Education, UNSW Sydney, Australia
Lisa Gilanyi
Affiliation:
School of Education, UNSW Sydney, Australia
*
Corresponding author: Therese M. Cumming; Email: t.cumming@unsw.edu.au

Abstract

Students with emotional and behavioural disability who receive their education in special settings often do not have access to the curriculum through evidence-based pedagogies, such as direct instruction, and instead complete packets of worksheets or participate in distance education. The current study was a collaborative action research project involving a special school for students with emotional disability and a local university to examine the effects of replacing online distance education with in-person direct instruction underpinned by Universal Design for Learning. Researchers sought to discover teacher and student perceptions of Universal Design for Learning, enablers and barriers to its implementation, and its effect on attendance and behaviour. Results suggested satisfaction on the part of both students and teachers and a positive effect of Universal Design for Learning on both attendance and behaviour.

Type
Original Article
Copyright
© The Author(s), 2023. Published by Cambridge University Press on behalf of Australian Association of Special Education

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

Footnotes

This manuscript was accepted under the Editorship of Michael Arthur-Kelly.

References

Australian Institute of Health and Welfare. (2020). People with disability in Australia 2020: In brief (Cat. no. DIS 77). https://www.aihw.gov.au/getmedia/7005c061-1c6e-490c-90c2-f2dd2773eb89/aihw-dis-77.pdf.aspx?inline=true Google Scholar
Basham, J. D., Gardner, J. E., & Smith, S. J. (2020). Measuring the implementation of UDL in classrooms and schools: Initial field test results. Remedial and Special Education, 41(4), 231243. https://doi.org/10.1177/0741932520908015 CrossRefGoogle Scholar
Bengtsson, M. (2016). How to plan and perform a qualitative study using content analysis. NursingPlus Open, 2, 814. https://doi.org/10.1016/j.npls.2016.01.001 CrossRefGoogle Scholar
Black, R. D., Weinberg, L. A., & Brodwin, M. G. (2015). Universal design for learning and instruction: Perspectives of students with disabilities in higher education. Exceptionality Education International, 25(2), 126. https://doi.org/10.5206/eei.v25i2.7723 CrossRefGoogle Scholar
CAST. (2018). Universal design for learning guidelines Version 2.2. http://udlguidelines.cast.org Google Scholar
Cheney, D. A., Cumming, T. M., & Slemrod, T. (2013). Secondary education and promising practices for students with emotional/behavioral disorders. In Walker, H. M. & Gresham, F. M. (Eds.), Handbook of evidence-based practices for emotional and behavioral disorders: Applications in schools (pp. 344360). Guilford Press.Google Scholar
Crevecoeur, Y. C., Sorenson, S. E., Mayorga, V., & Gonzalez, A. P. (2014). Universal design for learning in K-12 educational settings: A review of group comparison and single-subject intervention studies. The Journal of Special Education Apprenticeship, 3(2), 123. https://scholarworks.lib.csusb.edu/josea/vol3/iss2/1 Google Scholar
Flick, U. (Ed.). (2014). The SAGE handbook of qualitative data analysis. SAGE Publications. https://doi.org/10.4135/9781446282243 CrossRefGoogle Scholar
Hainline, A. D. (2022). The effect of universal design for learning on student engagement and achievement in a southwest Missouri school district (Publication No. 733). [Doctoral dissertation, Lindenwood University]. https://digitalcommons.lindenwood.edu/dissertations/733 Google Scholar
Hunt, C. L. (2021). Universal design for learning and academic interventions for students with emotional and behavioral disorders. CAST & UDL-IRN. https://www.learningdesigned.org/resource/udl-interventions-emotional-behavioral-disorders Google Scholar
McKenna, J. W., & Ciullo, S. (2016). Typical reading instructional practices provided to students with emotional and behavioral disorders in a residential and day treatment setting: A mixed methods study. Residential Treatment for Children & Youth, 33(3–4), 225246. https://doi.org/10.1080/0886571X.2016.1207217 CrossRefGoogle Scholar
Meyer, A., Rose, D. H., & Gordon, D. (2014). Universal design for learning: Theory and practice. CAST Professional Publishing.Google Scholar
Mitchell, B. S., Kern, L., & Conroy, M. A. (2019). Supporting students with emotional or behavioral disorders: State of the field. Behavioral Disorders, 44(2), 7084. https://doi.org/10.1177/0198742918816518 CrossRefGoogle Scholar
Nelson, L. L., & Basham, J. (2014). A blueprint for UDL: Considering the design of implementation. UDL-IRN. https://www.learningdesigned.org/sites/default/files/Nelson_Basham_2014.pdf Google Scholar
Ok, M. W., Rao, K., Bryant, B. R., & McDougall, D. (2017). Universal design for learning in pre-K to Grade 12 classrooms: A systematic review of research. Exceptionality, 25(2), 116138. https://doi.org/10.1080/09362835.2016.1196450 CrossRefGoogle Scholar
Samuels, A. J. (2018). Exploring culturally responsive pedagogy: Teachers’ perspectives on fostering equitable and inclusive classrooms. SRATE Journal, 27(1), 2230.Google Scholar
Scarparolo, G., & MacKinnon, S. (2022). Student voice as part of differentiated instruction: Students’ perspectives. Educational Review. Advance online publication. https://doi.org/10.1080/00131911.2022.2047617 CrossRefGoogle Scholar
Smith, F. G. (2012). Analyzing a college course that adheres to the universal design for learning (UDL) framework. Journal of the Scholarship of Teaching and Learning, 12(3), 3161.Google Scholar
Smith, S. J., Rao, K., Lowrey, K. A., Gardner, J. E., Moore, E., Coy, K., Marino, M., & Wojcik, B. (2019). Recommendations for a national research agenda in UDL: Outcomes from the UDL-IRN preconference on research. Journal of Disability Policy Studies, 30(3), 174185. https://doi.org/10.1177/1044207319826219 CrossRefGoogle Scholar
Timperley, H., Wilson, A., Barrar, H., & Fung, I. (2007). Teacher professional learning and development: Best evidence synthesis iteration [BES]. Ministry of Education. https://www.educationcounts.govt.nz/goto/BES Google Scholar
Zaheer, I., Maggin, D., McDaniel, S., McIntosh, K., Rodriguez, B. J., & Fogt, J. B. (2019). Implementation of promising practices that support students with emotional and behavioral disorders. Behavioral Disorders, 44(2), 117128. https://doi.org/10.1177/0198742918821331 CrossRefGoogle Scholar