Year: 2019
Type: article
Study design: Observational Study
Abstract: Universal design for learning (UDL) ensures that content is accessible to the largest audience by removing learning impediments (CAST, 2011). However, few scholars have surveyed students about how much UDL they encounter in their courses or how important they perceive these course modifications to be, especially in a post-secondary context. To this end, students at a Canadian college were surveyed. In a follow-up survey, faculty were also asked to report on how they thought their students perceived and valued their UDL usage. UDL perceived usage and perceived usefulness data were compared across both students and faculty and there was much agreement across the samples. Disagreements are discussed.
Authors: Lynne N Kennette, Nathan Andrew Wilson
Institution: Durham College
Language: English
Subfield: Education
Field: Social Sciences
Domain: Social Sciences
Open Access status: diamond
OpenAlex ID: W2953667564