Universal Design for Learning (UDL) is defined as a scientifically-valid instructional framework ... more Universal Design for Learning (UDL) is defined as a scientifically-valid instructional framework for guiding the design of learning environments that support all students. The implementation of UDL often requires proactive considerations of learner variability and iterative instructional designs that meet emergent student needs in a learning environment. This article focuses on a case study with a concurrent mixed-methods design that explored how a codesign process involving researchers, an educator, and students evolved to facilitate the implementation of UDL in an elementary classroom. An elementary educator and 25 students participated in the study. Quantitative and qualitative data collected from observations, interviews, and repeated measurements of student engagement were analyzed to track changes in the educator's instructional designs, attitudes toward UDL implementation, and student engagement. We identified an improvement in the educator's UDL-aligned instructional practices and positive attitudes toward using student perception data to inform instructional improvement through the codesign process. Opportunities and challenges with respect to the UDL implementation were discussed.
Abstract This study explored school- and teacher-level factors associated with a higher probabili... more Abstract This study explored school- and teacher-level factors associated with a higher probability of teachers’ implementation of student-centered instructional practices. These practices include adaptive instruction and active teaching strategies that support learning enhanced by information communication technology (ICT), collaborative small-group learning, and project-based learning. We used data from the U.S. sample in the Teaching and Learning International Survey (TALIS) 2013, which consisted of 1112 teachers from 89 public schools. Results showed that teacher participating in professional development (PD) in ICT and approaches to individualized learning, receiving student feedback, and student assessments were related to a higher level of implementing student-centered instruction.
Handbook of Research on Classroom Diversity and Inclusive Education Practice
Within this chapter, technology-enhanced personalized learning is highlighted as a model for supp... more Within this chapter, technology-enhanced personalized learning is highlighted as a model for supporting all students in an inclusionary setting. Content of the chapter is focused on the birth, development, growth, and the eventual demise of a student-centered-model in one turn-around school district. The chapter focuses on the interplay of teacher methods and expectations; the impact of real-time progress data by students and teachers, and the points of contact where innovation collided with the expectations of traditional education practice. The authors also discuss various political elements that emerged as a result of the turnaround process. Finally, elements of the roles of teachers, technology, data, self-regulated learning, and competency-based education are discussed relative to establishing a student-centered learning environment.
Introduction T has been a dramatic increase and acceptance of online learning in the last decade.... more Introduction T has been a dramatic increase and acceptance of online learning in the last decade. In its various forms, online learning has begun to disrupt the status quo of K–12 education and, in turn, special education. The growing prevalence of K–12 online learning provides a grounded opportunity to reflect on traditions and redesign policies, systems, and practices. The Department of Education Office of Special Education recognized this need and in 2011 funded the Center on Online Learning and Students with Disabilities (COLSD), a partnership between the University of Kansas, CAST, and the National Association of State Directors of Special Education (NASDSE). The mission of COLSD was to identify trends, promising practices, and challenges in online learning for students with disabilities. To this end, COLSD has conducted numerous research projects and informational gathering activities. As has been documented in the COLSD publication, Equity Matters: Digital and Online Learning...
Advances in Early Childhood and K-12 Education, 2020
Most contemporary education systems around the world have been following the one-size-fits-all in... more Most contemporary education systems around the world have been following the one-size-fits-all instructional model that is designed to meet the needs of the “average” learners. As many countries are striving to reform education, a new education system that emphasizes and encourages personalization in learning is needed. This chapter argues that a shift is needed from standardizing education to supporting learner variability in personalized learning (PL) environments designed according to Universal Design for Learning (UDL). To contextualize the perspective, the authors introduce the concepts of PL, UDL, and the global educational context in which they are taken from. Taking a pragmatist perspective, they highlight how these concepts can be investigated using design-based research to extend and promote radical growth in the educational system. This chapter concludes with implications for research, policy, and practices for supporting the design and implementation of PL based on UDL.
The growing practice of elementary and secondary online education is the primary focus of this to... more The growing practice of elementary and secondary online education is the primary focus of this topical issue. This article will introduce the Center on Online Learning and Students with Disabilities and then highlight the articles within this publication. Throughout the issue, research findings support the need for more research in online learning practices. Overall, it is hoped this issue will support increased emphasis on research and practice in K-12 online learning.
Journal of the American Academy of Special Education Professionals, 2015
While the provision of a "free appropriate public education" (FAPE) has contributed significantly... more While the provision of a "free appropriate public education" (FAPE) has contributed significantly to the educational experiences of students with disabilities, little is known about how services are actually provided in an online learning setting. Thus, telephone and face-to-face interviews were conducted with state directors of special education from 16 states to explore their knowledge of and experiences with FAPE in online learning. After interviews were transcribed, researchers reviewed 15 transcripts to identify common experiences and issues. Preliminary findings indicate that additional guidance or information is needed about FAPE and how to provide related services in an online environment. FAPE and LRE in Online Learning: Special Education Directors' Perspectives Prior to the 1970s, students with disabilities (SWDs) were at a disadvantage when it came to receiving a public education. For the most part, SWDs were often not educated in public schools, and those who were, did not receive education relative to their individual needs (Yell, Katsiyannis, & Hazelkorn, 2007). The authorization of several laws, including the Elementary and Secondary Education Act of 1965 (ESEA), the Rehabilitation Act of 1973, and the Education for All Handicapped Children Act of 1975 (EAHCA), helped facilitate access for SWDs to general education. FAPE and LRE At the beginning of the 21 st century, the ESEA (1965) was reauthorized and renamed as the No Child Left Behind Act of 2001 (NCLB). A key component of the reauthorization is the greater focus on accountability, in addition to federal support for education (Paige & Gibbons, 2004). In order to increase accountability, states are required to identify academic standards specific to grade level and measure students' progress and attainment of those standards by annual assessments. Furthermore, states must provide achievement data for subgroups of the student population, which means separating data by race/ethnicity, disabilities, and English-language learners (Michelman, 2012). Thus, the progress of students with disabilities on state and district
In the fall of 2007, a growing number of groups throughout Ohio began to congregate around the id... more In the fall of 2007, a growing number of groups throughout Ohio began to congregate around the idea of building a network of demonstration schools and projects that could influence college and career readiness for Science, Technology, Engineering, and Mathematics (STEM). This push was the result of both state and national initiatives in STEM education and school reform. At the national level was a growing concern over the diminished capacity of the United States to compete in the STEM global marketplace for educated citizenry and people choosing STEM careers (Business Roundtable, 2005; Committee on Science, Engineering and Public Policy [CSEPP], 2005; Dede et al., 2005). Within the state, there were multiple reports (e.g., CSEPP, 2005; Deloitte Consulting, 2005; SRI International, 2009) that indicated that the increased need for a STEM workforce was associated with the future well-being of the state.
Mobile technologies have shown great potential in various educational settings. Moreover, there i... more Mobile technologies have shown great potential in various educational settings. Moreover, there is an emerging research base demonstrating how students view and interact with mobile devices to learn. As more of these technologies enter inclusive educational settings, an understanding of the extant research base for mobile learning (M-learning) and students with various exceptionalities including disabilities is necessary for technology developers, researchers, educators, and school administrators to support student success. To this end, this study used a synthesis approach to reviewing the literature published on M-learning for students with and without disabilities in formal and informal K–12 educational settings. It provides a comprehensive mapping of 47 studies from 2007 to 2016. The current review revealed that (a) most studies focused on the effectiveness of M-learning on teaching and learning, (b) mixed methods and experimental studies were the most popular methodologies, and ...
This article examined the performance of 57 students with learning disabilities (LD) from four mi... more This article examined the performance of 57 students with learning disabilities (LD) from four middle schools. Students were followed over the course of a school year in their inclusive science classrooms as they alternated between the use of traditional curricular materials for some units of study and materials that were supplemented with video games and alternative print-based texts to more closely align with Universal Design for Learning (UDL) guidelines during other units. Findings indicate that video games and supplemental text were effective at providing students with multiple means of representation and expression. The UDL-aligned units led to heightened levels of student engagement. There were no significant differences on posttest scores when students with LD were compared with peers without LD. Students’ performance did not indicate significant differences between UDL-aligned units and those taught using traditional curricular materials. Findings suggest a need for alterna...
This manuscript presents a preliminary discussion of Artificial Intelligence (AI) as a disruptive... more This manuscript presents a preliminary discussion of Artificial Intelligence (AI) as a disruptive technology with the potential to significantly change special education practices. The article begins with a brief description of the development of AI. The authors recognize our assertions are subjective and require further research. Several references are not peer-reviewed because educational research takes years to conduct, analyze, and disseminate outcomes. In this manuscript, we discuss current software used for writing with students in special education and discuss similarities and differences with AI software. This discussion is followed by questions and examples related to implementation, ethical and policy considerations, and preservice special education teacher preparation. The article concludes with future considerations for how AI will impact the special education technology field.
This article describes a framework for how to provide more accessible, relevant, and effective in... more This article describes a framework for how to provide more accessible, relevant, and effective instruction in science, technology, engineering, and mathematics (STEM) education to all students. The STEM FOR ALL initiative asserts that all students, including those with disabilities and other diverse learning needs, should be included in meaningful STEM education and develop expertise in STEM areas as well as 21st century skills associated with STEM learning. This framework is described through the lens of Bronfrenbrenner's (1977, 1994) ecological model, which provides a mechanism for understanding the interconnected and complex interactions that occur across multiple systems (e.g., policy makers, curriculum developers, teachers, and students) within the current STEM education infrastructures. Examples and lessons learned from the Furthering Urban STEM Innovation, Outreach, & New Research(UC|FUSION) research and outreach STEM center illustrate how the model is currently applied i...
Journal of Research on Technology in Education, 2010
In this study, we introduce the digital backpack as a means for creating a rich learning experien... more In this study, we introduce the digital backpack as a means for creating a rich learning experience for students of multiple ages. Development, design, and refinement of the digital backpack are grounded in the theoretical framework of Universal Design for Learning using a Design-Based Research (DBR) model. This article presents the design and initial testing of the digital backpack. We discuss the refinement of the digital backpack in a case format that involved three DBR cycles focused on increasingly complex outcomes of design and learning. Finally, the article offers the lessons learned to encourage further exploration of this technology.
It has been a great honor to work with a passionate team of colleagues that bring many years of i... more It has been a great honor to work with a passionate team of colleagues that bring many years of insight, wisdom, and expertise to the work the Center does every day. The Center on Online Learning and Students with Disabilities 2015 Annual Publication would not have been possible without researchers and staff dedicated to uncovering the trends and insights hopefully beneficial to parents, students, teachers, administrators, and state officials in order to better serve all students in the online learning environment.
The design, flexibility, and iterative nature that is inherent to Universal Design for Learning (... more The design, flexibility, and iterative nature that is inherent to Universal Design for Learning (UDL) makes it difficult to consistently measure. With federal policy encouraging the implementation of UDL, there is an increased need for practitioners to reliably measure the occurrence of UDL. The UDL Observation Measurement Tool (UDL-OMT) was developed to measure UDL implementation in classrooms. This article presents the conceptual underpinnings of UDL measurement and the results of an initial field test. Results indicate that the UDL-OMT has good to excellent internal consistency and can characterize differences in UDL implementation across a continuum of settings. Discussion focuses on the reliability of the UDL-OMT and its potential as a formative evaluation tool for practitioners and school-based personnel. Additional considerations include promising research applications and how the nature and context of classroom instructional factors as well as observers’ UDL knowledge influe...
The origin of the term Universal Design for Learning (UDL) is generally attributed to David Rose,... more The origin of the term Universal Design for Learning (UDL) is generally attributed to David Rose, Anne Meyer, and colleagues at the Center for Applied Special Technology (CAST). The principles of UDL were developed following the 1997 reauthorization of the Individuals with Disabilities Education Act (IDEA). At that time there was considerable national interest in the issue of inclusion which placed the majority of students with disabilities in general education classrooms. While students with disabilities had gained physical access to the general education classroom, concerns were being raised about how students would gain "access to the general curriculum." McLaughlin (1999) reported that IDEA reauthorization contained several specific mandates relative to making the general curriculum accessible for students with disabilities: • Statements of a child's present level of educational performance to specify how his or her disability affects involvement and progress in the general curriculum.
Universal Design for Learning (UDL) is defined as a scientifically-valid instructional framework ... more Universal Design for Learning (UDL) is defined as a scientifically-valid instructional framework for guiding the design of learning environments that support all students. The implementation of UDL often requires proactive considerations of learner variability and iterative instructional designs that meet emergent student needs in a learning environment. This article focuses on a case study with a concurrent mixed-methods design that explored how a codesign process involving researchers, an educator, and students evolved to facilitate the implementation of UDL in an elementary classroom. An elementary educator and 25 students participated in the study. Quantitative and qualitative data collected from observations, interviews, and repeated measurements of student engagement were analyzed to track changes in the educator's instructional designs, attitudes toward UDL implementation, and student engagement. We identified an improvement in the educator's UDL-aligned instructional practices and positive attitudes toward using student perception data to inform instructional improvement through the codesign process. Opportunities and challenges with respect to the UDL implementation were discussed.
Abstract This study explored school- and teacher-level factors associated with a higher probabili... more Abstract This study explored school- and teacher-level factors associated with a higher probability of teachers’ implementation of student-centered instructional practices. These practices include adaptive instruction and active teaching strategies that support learning enhanced by information communication technology (ICT), collaborative small-group learning, and project-based learning. We used data from the U.S. sample in the Teaching and Learning International Survey (TALIS) 2013, which consisted of 1112 teachers from 89 public schools. Results showed that teacher participating in professional development (PD) in ICT and approaches to individualized learning, receiving student feedback, and student assessments were related to a higher level of implementing student-centered instruction.
Handbook of Research on Classroom Diversity and Inclusive Education Practice
Within this chapter, technology-enhanced personalized learning is highlighted as a model for supp... more Within this chapter, technology-enhanced personalized learning is highlighted as a model for supporting all students in an inclusionary setting. Content of the chapter is focused on the birth, development, growth, and the eventual demise of a student-centered-model in one turn-around school district. The chapter focuses on the interplay of teacher methods and expectations; the impact of real-time progress data by students and teachers, and the points of contact where innovation collided with the expectations of traditional education practice. The authors also discuss various political elements that emerged as a result of the turnaround process. Finally, elements of the roles of teachers, technology, data, self-regulated learning, and competency-based education are discussed relative to establishing a student-centered learning environment.
Introduction T has been a dramatic increase and acceptance of online learning in the last decade.... more Introduction T has been a dramatic increase and acceptance of online learning in the last decade. In its various forms, online learning has begun to disrupt the status quo of K–12 education and, in turn, special education. The growing prevalence of K–12 online learning provides a grounded opportunity to reflect on traditions and redesign policies, systems, and practices. The Department of Education Office of Special Education recognized this need and in 2011 funded the Center on Online Learning and Students with Disabilities (COLSD), a partnership between the University of Kansas, CAST, and the National Association of State Directors of Special Education (NASDSE). The mission of COLSD was to identify trends, promising practices, and challenges in online learning for students with disabilities. To this end, COLSD has conducted numerous research projects and informational gathering activities. As has been documented in the COLSD publication, Equity Matters: Digital and Online Learning...
Advances in Early Childhood and K-12 Education, 2020
Most contemporary education systems around the world have been following the one-size-fits-all in... more Most contemporary education systems around the world have been following the one-size-fits-all instructional model that is designed to meet the needs of the “average” learners. As many countries are striving to reform education, a new education system that emphasizes and encourages personalization in learning is needed. This chapter argues that a shift is needed from standardizing education to supporting learner variability in personalized learning (PL) environments designed according to Universal Design for Learning (UDL). To contextualize the perspective, the authors introduce the concepts of PL, UDL, and the global educational context in which they are taken from. Taking a pragmatist perspective, they highlight how these concepts can be investigated using design-based research to extend and promote radical growth in the educational system. This chapter concludes with implications for research, policy, and practices for supporting the design and implementation of PL based on UDL.
The growing practice of elementary and secondary online education is the primary focus of this to... more The growing practice of elementary and secondary online education is the primary focus of this topical issue. This article will introduce the Center on Online Learning and Students with Disabilities and then highlight the articles within this publication. Throughout the issue, research findings support the need for more research in online learning practices. Overall, it is hoped this issue will support increased emphasis on research and practice in K-12 online learning.
Journal of the American Academy of Special Education Professionals, 2015
While the provision of a "free appropriate public education" (FAPE) has contributed significantly... more While the provision of a "free appropriate public education" (FAPE) has contributed significantly to the educational experiences of students with disabilities, little is known about how services are actually provided in an online learning setting. Thus, telephone and face-to-face interviews were conducted with state directors of special education from 16 states to explore their knowledge of and experiences with FAPE in online learning. After interviews were transcribed, researchers reviewed 15 transcripts to identify common experiences and issues. Preliminary findings indicate that additional guidance or information is needed about FAPE and how to provide related services in an online environment. FAPE and LRE in Online Learning: Special Education Directors' Perspectives Prior to the 1970s, students with disabilities (SWDs) were at a disadvantage when it came to receiving a public education. For the most part, SWDs were often not educated in public schools, and those who were, did not receive education relative to their individual needs (Yell, Katsiyannis, & Hazelkorn, 2007). The authorization of several laws, including the Elementary and Secondary Education Act of 1965 (ESEA), the Rehabilitation Act of 1973, and the Education for All Handicapped Children Act of 1975 (EAHCA), helped facilitate access for SWDs to general education. FAPE and LRE At the beginning of the 21 st century, the ESEA (1965) was reauthorized and renamed as the No Child Left Behind Act of 2001 (NCLB). A key component of the reauthorization is the greater focus on accountability, in addition to federal support for education (Paige & Gibbons, 2004). In order to increase accountability, states are required to identify academic standards specific to grade level and measure students' progress and attainment of those standards by annual assessments. Furthermore, states must provide achievement data for subgroups of the student population, which means separating data by race/ethnicity, disabilities, and English-language learners (Michelman, 2012). Thus, the progress of students with disabilities on state and district
In the fall of 2007, a growing number of groups throughout Ohio began to congregate around the id... more In the fall of 2007, a growing number of groups throughout Ohio began to congregate around the idea of building a network of demonstration schools and projects that could influence college and career readiness for Science, Technology, Engineering, and Mathematics (STEM). This push was the result of both state and national initiatives in STEM education and school reform. At the national level was a growing concern over the diminished capacity of the United States to compete in the STEM global marketplace for educated citizenry and people choosing STEM careers (Business Roundtable, 2005; Committee on Science, Engineering and Public Policy [CSEPP], 2005; Dede et al., 2005). Within the state, there were multiple reports (e.g., CSEPP, 2005; Deloitte Consulting, 2005; SRI International, 2009) that indicated that the increased need for a STEM workforce was associated with the future well-being of the state.
Mobile technologies have shown great potential in various educational settings. Moreover, there i... more Mobile technologies have shown great potential in various educational settings. Moreover, there is an emerging research base demonstrating how students view and interact with mobile devices to learn. As more of these technologies enter inclusive educational settings, an understanding of the extant research base for mobile learning (M-learning) and students with various exceptionalities including disabilities is necessary for technology developers, researchers, educators, and school administrators to support student success. To this end, this study used a synthesis approach to reviewing the literature published on M-learning for students with and without disabilities in formal and informal K–12 educational settings. It provides a comprehensive mapping of 47 studies from 2007 to 2016. The current review revealed that (a) most studies focused on the effectiveness of M-learning on teaching and learning, (b) mixed methods and experimental studies were the most popular methodologies, and ...
This article examined the performance of 57 students with learning disabilities (LD) from four mi... more This article examined the performance of 57 students with learning disabilities (LD) from four middle schools. Students were followed over the course of a school year in their inclusive science classrooms as they alternated between the use of traditional curricular materials for some units of study and materials that were supplemented with video games and alternative print-based texts to more closely align with Universal Design for Learning (UDL) guidelines during other units. Findings indicate that video games and supplemental text were effective at providing students with multiple means of representation and expression. The UDL-aligned units led to heightened levels of student engagement. There were no significant differences on posttest scores when students with LD were compared with peers without LD. Students’ performance did not indicate significant differences between UDL-aligned units and those taught using traditional curricular materials. Findings suggest a need for alterna...
This manuscript presents a preliminary discussion of Artificial Intelligence (AI) as a disruptive... more This manuscript presents a preliminary discussion of Artificial Intelligence (AI) as a disruptive technology with the potential to significantly change special education practices. The article begins with a brief description of the development of AI. The authors recognize our assertions are subjective and require further research. Several references are not peer-reviewed because educational research takes years to conduct, analyze, and disseminate outcomes. In this manuscript, we discuss current software used for writing with students in special education and discuss similarities and differences with AI software. This discussion is followed by questions and examples related to implementation, ethical and policy considerations, and preservice special education teacher preparation. The article concludes with future considerations for how AI will impact the special education technology field.
This article describes a framework for how to provide more accessible, relevant, and effective in... more This article describes a framework for how to provide more accessible, relevant, and effective instruction in science, technology, engineering, and mathematics (STEM) education to all students. The STEM FOR ALL initiative asserts that all students, including those with disabilities and other diverse learning needs, should be included in meaningful STEM education and develop expertise in STEM areas as well as 21st century skills associated with STEM learning. This framework is described through the lens of Bronfrenbrenner's (1977, 1994) ecological model, which provides a mechanism for understanding the interconnected and complex interactions that occur across multiple systems (e.g., policy makers, curriculum developers, teachers, and students) within the current STEM education infrastructures. Examples and lessons learned from the Furthering Urban STEM Innovation, Outreach, & New Research(UC|FUSION) research and outreach STEM center illustrate how the model is currently applied i...
Journal of Research on Technology in Education, 2010
In this study, we introduce the digital backpack as a means for creating a rich learning experien... more In this study, we introduce the digital backpack as a means for creating a rich learning experience for students of multiple ages. Development, design, and refinement of the digital backpack are grounded in the theoretical framework of Universal Design for Learning using a Design-Based Research (DBR) model. This article presents the design and initial testing of the digital backpack. We discuss the refinement of the digital backpack in a case format that involved three DBR cycles focused on increasingly complex outcomes of design and learning. Finally, the article offers the lessons learned to encourage further exploration of this technology.
It has been a great honor to work with a passionate team of colleagues that bring many years of i... more It has been a great honor to work with a passionate team of colleagues that bring many years of insight, wisdom, and expertise to the work the Center does every day. The Center on Online Learning and Students with Disabilities 2015 Annual Publication would not have been possible without researchers and staff dedicated to uncovering the trends and insights hopefully beneficial to parents, students, teachers, administrators, and state officials in order to better serve all students in the online learning environment.
The design, flexibility, and iterative nature that is inherent to Universal Design for Learning (... more The design, flexibility, and iterative nature that is inherent to Universal Design for Learning (UDL) makes it difficult to consistently measure. With federal policy encouraging the implementation of UDL, there is an increased need for practitioners to reliably measure the occurrence of UDL. The UDL Observation Measurement Tool (UDL-OMT) was developed to measure UDL implementation in classrooms. This article presents the conceptual underpinnings of UDL measurement and the results of an initial field test. Results indicate that the UDL-OMT has good to excellent internal consistency and can characterize differences in UDL implementation across a continuum of settings. Discussion focuses on the reliability of the UDL-OMT and its potential as a formative evaluation tool for practitioners and school-based personnel. Additional considerations include promising research applications and how the nature and context of classroom instructional factors as well as observers’ UDL knowledge influe...
The origin of the term Universal Design for Learning (UDL) is generally attributed to David Rose,... more The origin of the term Universal Design for Learning (UDL) is generally attributed to David Rose, Anne Meyer, and colleagues at the Center for Applied Special Technology (CAST). The principles of UDL were developed following the 1997 reauthorization of the Individuals with Disabilities Education Act (IDEA). At that time there was considerable national interest in the issue of inclusion which placed the majority of students with disabilities in general education classrooms. While students with disabilities had gained physical access to the general education classroom, concerns were being raised about how students would gain "access to the general curriculum." McLaughlin (1999) reported that IDEA reauthorization contained several specific mandates relative to making the general curriculum accessible for students with disabilities: • Statements of a child's present level of educational performance to specify how his or her disability affects involvement and progress in the general curriculum.
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Papers by James Basham