Research Articles
Universal Design for Learning and the arts
Glass, D., Meyer, A., & Rose, D. (2013). Universal Design for Learning and the arts. Harvard Educational Review, 83(1), 98–119. https://doi.org/10.17763/haer.83.1.33102p26478p54pw
This article makes a case for UDL and the arts. IT argues that using UDL in arts education can make more effective learning environments that benefit the learner and the final product of the art form. The article further explains that the addition of integrated arts education can only enhance UDL in its very nature. Many of the items listed as necessary to create a UDL learning environment are inherent in Arts education. Finally, the article points out the symbiotic nature of UDL and all arts disciplines.
This article makes a case for UDL and the arts. IT argues that using UDL in arts education can make more effective learning environments that benefit the learner and the final product of the art form. The article further explains that the addition of integrated arts education can only enhance UDL in its very nature. Many of the items listed as necessary to create a UDL learning environment are inherent in Arts education. Finally, the article points out the symbiotic nature of UDL and all arts disciplines.
Preparing to Teach Students with Disabilities in and through the Arts
Dorff, J. B. (2017). Preparing to teach students with disabilities in and through the arts. Handbook of Arts Education and Special Education, 91–104. https://doi.org/10.4324/9781315618135-9
Although not specifically about UDL, this article looks into preparing a classroom for those with a particular need in an arts education. The article highlights the importance of UDL in teacher preparations for special needs education. IT explains the essential connections between UDL practices and arts education. By utilizing the offerings of ARTS, education teachers preparing to create the best UDL practices can be at an advantage by working with their art faculty members.
Although not specifically about UDL, this article looks into preparing a classroom for those with a particular need in an arts education. The article highlights the importance of UDL in teacher preparations for special needs education. IT explains the essential connections between UDL practices and arts education. By utilizing the offerings of ARTS, education teachers preparing to create the best UDL practices can be at an advantage by working with their art faculty members.
Design for learning through the arts
Sahasrabudhe, P. (2006). Design for learning through the arts. International Journal Of Education Through Art, 2(2), 77–92. https://doi.org/10.1386/etar.2.2.77/1
This article looks at designing various educational designs with a theatrical bent. Further proving evidence that not only can UDL enhance arts education, but arts education also provides a foundation to UDL for all who wish to utilize the variety of tools the arts have to offer. The paper suggests that by using an interdisciplinary approach, those who use the art in their learning designs in other subject areas can benefit from the utilization of arts-in-education. The article also suggests models that can assist in introducing those skills.
Effects of Training in Universal Design for Learning on Lesson Plan Development
Spooner, F., Baker, J. N., Harris, A. A., Ahlgrim-Delzell, L., & Browder, D. M. (2007). Effects of training in Universal Design for Learning on
Lesson Plan Development. Remedial and Special Education, 28(2), 108–116. https://doi.org/10.1177/07419325070280020101
As we learn more and more about the positive effects of UDL on various student populations, we need to understand best practices in teaching how to develop existing courses into UDL courses. This article attempts to understand how the training has affected those who want to implement UDL in their classroom. It looked at both special educators and general educators. The course itself wasn't heavy on the technological aspects of UDL; instead, trying to get those who took the course to understand the foundations of UDL.
Lesson Plan Development. Remedial and Special Education, 28(2), 108–116. https://doi.org/10.1177/07419325070280020101
As we learn more and more about the positive effects of UDL on various student populations, we need to understand best practices in teaching how to develop existing courses into UDL courses. This article attempts to understand how the training has affected those who want to implement UDL in their classroom. It looked at both special educators and general educators. The course itself wasn't heavy on the technological aspects of UDL; instead, trying to get those who took the course to understand the foundations of UDL.
Exploring online learning modules for teaching universal design for learning (UDL): preservice teachers’ lesson plan development and implementation
Lee, A., & Griffin, C. C. (2021). Exploring online learning modules for teaching universal design for learning (UDL): Preservice Teachers’ lesson plan development and implementation. Journal of Education for Teaching, 47(3), 411–425. https://doi.org/10.1080/02607476.2021.1884494
This article deals more with understanding UDL implementation from the aspect of teachers. Teachers in a certification program were brought in to learn some of the technological elements of UDL. The article finds that many teachers exposed to UDL wish to implement it in their classrooms. These last two articles are essential to demonstrate how to get those who are educators; by using techniques of UDL in our classrooms, we can encourage more of our peers to engage. This is fundamental to providing equability in education.
This article deals more with understanding UDL implementation from the aspect of teachers. Teachers in a certification program were brought in to learn some of the technological elements of UDL. The article finds that many teachers exposed to UDL wish to implement it in their classrooms. These last two articles are essential to demonstrate how to get those who are educators; by using techniques of UDL in our classrooms, we can encourage more of our peers to engage. This is fundamental to providing equability in education.