Multiple Means of Representation? A Critical Analysis of Universal Design for Learning Checkpoint 1.2

Autor/inn/en	Matthews, Somer; Cavanaugh, Christie; Wilson, Peter Holt
Titel	Multiple Means of Representation? A Critical Analysis of Universal Design for Learning Checkpoint 1.2
Quelle	In: Policy Futures in Education, 21 (2023) 2, S.190-204 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Matthews, Somer) ORCID (Cavanaugh, Christie) ORCID (Wilson, Peter Holt)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
DOI	10.1177/14782103221097514
Schlagwörter	Access to Education; Educational Policy; Educational History; Journal Articles; Evidence; Educational Legislation; Federal Legislation; Higher Education; Educational Practices; Educational Research; Criticism + Suchen Sie Ihr Suchwort? Education; Access; Bildung; Zugang; Bildungszugang; Politics of education; Bildungspolitik; History of education; Bildungsgeschichte; Journal article; Zeitschriftenaufsatz; Evidenz; Bildungsrecht; Schulgesetz; Bundesrecht; Hochschulbildung; Hochschulsystem; Hochschulwesen; Bildungspraxis; Bildungsforschung; Pädagogische Forschung; Kritik
Abstract	This paper provides a brief overview of the history of Universal Design for Learning (UDL), its prominence in the literature, and its use within the educational community. It then provides a critical analysis of the literature base linked to UDL checkpoint 1.2 by examining the relevance to the current trends in education and technology and alignment with checkpoint 1.2 and/or UDL as a whole. Using these criteria, the paper reports how much of the literature base was out-of-date or disconnected to UDL. Given UDL's prominent position in educational policy, further research into its effectiveness is necessary. Implications are discussed. (As Provided).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01