An Analysis of Universal Design for Learning at Collegial Level: Effective Ways to Maximise Learning Outcomes, Inclusion, and Equity

Autor/inn/en	Yaqoubi, Tahera; Mohammadi, Zahra; Golzar, Jawad
Titel	An Analysis of Universal Design for Learning at Collegial Level: Effective Ways to Maximise Learning Outcomes, Inclusion, and Equity
Quelle	In: Research in Post-Compulsory Education, 27 (2022) 4, S.594-621 (28 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Golzar, Jawad)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1359 6748
DOI	10.1080/13596748.2022.2110775
Schlagwörter	Access to Education; College Instruction; Instructional Effectiveness; Outcomes of Education; Inclusion; Equal Education; Learner Engagement; English (Second Language); Second Language Learning; Teaching Methods; Foreign Countries; College Faculty; Teacher Attitudes; Afghanistan + Suchen Sie Ihr Suchwort? Education; Access; Bildung; Zugang; Bildungszugang; Hochschullehre; Unterrichtserfolg; Lernleistung; Schulerfolg; Inklusion; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Teaching method; Lehrmethode; Unterrichtsmethode; Ausland; Fakultät; Lehrerverhalten
Abstract	Universal Design for Learning (UDL) is considered to provide equitable opportunities for all learners with or without disabilities. This study aimed to examine the extent to which UDL was implemented in ESL classrooms at the university level. A mixed-method approach was conducted to explore the effective ways to maximise learning outcomes, inclusion, and equity regarding UDL principles; both students' and teachers' voices were addressed. Online questionnaires for students and semi-structured interviews for teachers were used to probe the UDL application in the classrooms. The findings revealed that teachers employed UDL principles in their classrooms to varying degrees. They also explored various strategies to enhance levels of engagement, representation, action, and expression. However, they experienced different tensions during the process. The study concluded with implications for researchers, teachers, and policymakers in developing a more inclusive and equitable learning environment. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01