Analyzing a college course that adheres to the Universal Design for Learning (UDL) framework

By F. Smith. 2012

91 citations recorded by the source corpus.

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Cross-Pollinating Culturally Sustaining Pedagogy and Universal Design for Learning: Toward an Inclusive Pedagogy that Accounts for Dis/Ability (2016, background): “Educators distinguish desired learning outcomes from the means of achieving them so that there are multiple options for every learner (Smith, 2012).”
Applying the Principles of Universal Design for Learning (UDL) in the College Classroom (2018, methodology): “Much of the research regarding UDL in higher education focuses on its effectiveness and includes action research in particular content areas and student perceptions on UDL principles in their courses (Dell, et al; Robinson & Wizer, 2016; Smith, 2012; Tobin, 2014).”
Exploring universal design for learning as an accessibility tool in higher education: a review of the current literature (2021, background): “Instructors implementing UDL principles in higher education coursework also reported that UDL improved their teaching (Ayala & Christie, 2011; Kumar & Wideman, 2014; Parette et al., 2010; Smith, 2012; Watt et al., 2014).”
Higher education students with disabilities speaking out: perceived barriers and opportunities of the Universal Design for Learning framework (2017, background): “Learning communities (Smith 2012; Tinto 2000) and peer tutoring (Schuetz 2008) have proven to be successful approaches to a certain extent.”