Abstract
This paper examines studies that report results when the researchers applied methods for determining learner differences in an inclusive classroom; multiple methods of assessment for different learners in an inclusive classroom and methods for applying universal design for learning (UDL) to an inclusive classroom. The effects of these methods in students with disabilities in school settings. These results indicated that participants made significant improvements in their grades. In conclusion, we can say that we need to implement lesson plans in our schools to include all students in general education classrooms. Keywords: Universal Design for Learning, inclusion, assessment, students with disabilities, general education, classrooms
Universal Design for Learning
Ralabate (2011) points out that in the Higher Education Opportunity Act of 2008 defined the Universal Design for Learning as a scientifically valid framework for guiding educational practice.
In addition to this definition, the Center for Applied Special Technologies (CAST) elaborates a structure for UDL in different studies about teaching every student; universally classroom designs and a practical reading in universal design for learning. (Ralabate, 2011) Research over the last few decades has shown that students with learning disabilities are educated primarily in different classrooms or schools. However, understanding the concept of Least Restrictive Environment and the right of all students to a free, appropriate public education. (Hitchcock, Meyer, Rose, & Jackson, 2005), will help us to comprehend more in detail our topic. The purpose of this paper is to examine the studies and research on methods of determining learner differences in an inclusive classroom; multiple methods of assessment for different learners in an inclusive classroom and methods for applying Universal Design for Learning (UDL) to an inclusive classroom. …show more content…
Specifically, this paper will discuss studies about design, implementation and evaluation of a teacher professional development program aligned with the competence framework for inclusive teachers (Baldiris, Fabregat, Sampson, & Zervas, 2016). Also, how teachers are working in inclusion classrooms using different differentiated instruction to meet the needs of all the students. Then, the effects of introducing Universal Design for Learning and guidelines in a program for teachers that are in pre-service and practicing developing mixed methods of instruction. After reviewing these research studies, I will discuss the results and implications for educators, and finally offer suggestions for future research in this area. Studying the Origins of UDL In Ralabate (2011) said that the late 1980s and as the result of the alignment of three conceptual shifts: advancements in architecture design, developments in education technology, and discoveries from brain research, it is what they called UDL. In further support of these findings, universal design in architectural is to provide physical access to buildings to older people, people with and without disabilities. Schools and public buildings were redesigned with ramps and special characteristics in order to provide easy public access to them. However, when computers became more popular, people in schools wanted to manipulate the texts in the technology, then text could be more flexible for example, students could easily enlarge, highlighted, translated and have access to digital materials as well. In addition, brain imaging revealed that when people are learning there is a brain activity. When the learning process is in place, there are three networks working in the brain, recognition,
This paper examines studies that report results when the researchers applied methods for determining learner differences in an inclusive classroom; multiple methods of assessment for different learners in an inclusive classroom and methods for applying universal design for learning (UDL) to an inclusive classroom. The effects of these methods in students with disabilities in school settings. These results indicated that participants made significant improvements in their grades. In conclusion, we can say that we need to implement lesson plans in our schools to include all students in general education classrooms. Keywords: Universal Design for Learning, inclusion, assessment, students with disabilities, general education, classrooms
Universal Design for Learning
Ralabate (2011) points out that in the Higher Education Opportunity Act of 2008 defined the Universal Design for Learning as a scientifically valid framework for guiding educational practice.
In addition to this definition, the Center for Applied Special Technologies (CAST) elaborates a structure for UDL in different studies about teaching every student; universally classroom designs and a practical reading in universal design for learning. (Ralabate, 2011) Research over the last few decades has shown that students with learning disabilities are educated primarily in different classrooms or schools. However, understanding the concept of Least Restrictive Environment and the right of all students to a free, appropriate public education. (Hitchcock, Meyer, Rose, & Jackson, 2005), will help us to comprehend more in detail our topic. The purpose of this paper is to examine the studies and research on methods of determining learner differences in an inclusive classroom; multiple methods of assessment for different learners in an inclusive classroom and methods for applying Universal Design for Learning (UDL) to an inclusive classroom. …show more content…
Specifically, this paper will discuss studies about design, implementation and evaluation of a teacher professional development program aligned with the competence framework for inclusive teachers (Baldiris, Fabregat, Sampson, & Zervas, 2016). Also, how teachers are working in inclusion classrooms using different differentiated instruction to meet the needs of all the students. Then, the effects of introducing Universal Design for Learning and guidelines in a program for teachers that are in pre-service and practicing developing mixed methods of instruction. After reviewing these research studies, I will discuss the results and implications for educators, and finally offer suggestions for future research in this area. Studying the Origins of UDL In Ralabate (2011) said that the late 1980s and as the result of the alignment of three conceptual shifts: advancements in architecture design, developments in education technology, and discoveries from brain research, it is what they called UDL. In further support of these findings, universal design in architectural is to provide physical access to buildings to older people, people with and without disabilities. Schools and public buildings were redesigned with ramps and special characteristics in order to provide easy public access to them. However, when computers became more popular, people in schools wanted to manipulate the texts in the technology, then text could be more flexible for example, students could easily enlarge, highlighted, translated and have access to digital materials as well. In addition, brain imaging revealed that when people are learning there is a brain activity. When the learning process is in place, there are three networks working in the brain, recognition,