The neurodiversity paradigm challenges pathologising accounts of neurodevelopmental differences, including autism, attention deficit disorder (ADHD), dyslexia, developmental language disorder (DLD) ...and others. From a neurodiversity perspective, these differences in the way people perceive, learn about and interact with the world are conceptualised as naturally occurring cognitive variation, akin to biodiversity in the natural environment, which may bring unique strengths and challenges for individuals. An implication of this approach is that interventions designed to create contexts in which neurodivergent people can thrive are needed, in addition to those that seek to ameliorate individual-level difficulties. In this conceptual review, we consider how higher education can offer a context in which cognitive diversity can be noticed, welcomed and accepted with warmth. In universities, neurodiversity is one dimension of difference within an increasingly diverse student population, which overlaps - but is not synonymous - with disability. We argue that improving experience and outcomes for neurodivergent students should be a priority for universities aiming to produce graduates equipped to tackle the complex problems of contemporary society. Drawing on the foundational principles of compassion-focused psychological therapies, we consider how compassion can be enacted within interpersonal interaction, curriculum design, and leadership culture in universities. We apply the insights of double empathy theory to the problem of overcoming barriers of difference in the classroom. Finally, we make recommendations for Universal Design for Learning (UDL) and strengths-based pedagogical approaches, which create a fit-for-purpose educational environment for the widest possible range of learners. This realignment with the neurodiversity paradigm offers an antidote to bolt-on provisions for students who differ from the neuro-normative, and might enable neurodivergent thinkers to flourish within and beyond higher education.
This research aims to describe the application of the three UDL principles in higher education, the obstacles experienced and the solutions. The type of research used in this research is library ...research. The data in this research is in the form of previous research reports published in journals. This research uses national or international journal articles with publication years in the last 5 years (2017-2023). Overall, there were 14 journal articles studied that were relevant to the research topic. Among the 14 journal articles obtained, there were 10 journal articles indexed by Scopus. The results of the research show that (1) the application of Universal Design for Learning (UDL) in higher education is by applying the 3 principles of UDL, namely: (a) application of the principle of representation through face-to-face learning, online learning, teaching using lecture methods, discussions, sheets work, delivering material using graphics, video, text, or images, as well as using e-books, (b) applying the principles of action and expression by giving students the freedom to choose how to express their understanding, either verbally, written, hardcopy, or softcopy, (c ) application of the principle of involvement by creating a comfortable learning environment, frequently interacting with students, carrying out group discussions, and using assistive applications (mind tap, clicker, moodle), (2) the obstacle faced by universities in implementing UDL is the large number of students in classes, lack of knowledge and awareness about UDL among teachers and school officials, and lack of time for teachers to apply UDL in learning, lack of interest and motivation in learning. Applying and studying UDL, (3) the solution to overcome the obstacles faced by universities in implementing UDL is to hold training on UDL for teachers and school officials, this training can be in the form of an orientation program or workshop, another solution to overcome the problem of lack of motivation for teachers To adopt and learn UDL is to provide motivation in the form of rewards to teachers who are interested in learning more about UDL.
Abstract
The project "Barrierfree dEsign foR Teaching and Learning" (BERTL) aims to identify and reduce barriers in teaching, with a focus on Universal Design or Design for All. BERTL includes an ...analysis of the situation at the University, to identify barriers faced by people with disabilities, chronic diseases, and in different life situations The BERTL Simulation Lab and Toolbox will be developed based on the analysis to help identify and eliminate barriers in their courses, and the continuing education program. In the different phases of the project, pilot courses with different didactic concepts are analyzed, checked for barriers in teaching materials and course procedures also peer feedbacks are conducted. These results will be used to improve and expand the courses of the University Applied Science and the used didactic principles. Establishing a handbook and a training series at the University is also aim of this project as practice collection and sample courses to support lecturers. The project results will be used in teaching and made publicly available.
The project "Barrierfree dEsign foR Teaching and Learning" (BERTL) aims to identify and reduce barriers in teaching, with a focus on Universal Design or Design for All. BERTL includes an analysis of ...the situation at the University, to identify barriers faced by people with disabilities, chronic diseases, and in different life situations The BERTL Simulation Lab and Toolbox will be developed based on the analysis to help identify and eliminate barriers in their courses, and the continuing education program. In the different phases of the project, pilot courses with different didactic concepts are analyzed, checked for barriers in teaching materials and course procedures also peer feedbacks are conducted. These results will be used to improve and expand the courses of the University Applied Science and the used didactic principles. Establishing a handbook and a training series at the University is also aim of this project as practice collection and sample courses to support lecturers. The project results will be used in teaching and made publicly available.
This meta-analysis examined learners' academic achievement in Universal Design for Learning (UDL) environments compared to business-as-usual conditions. Twenty studies, consisting of 50 individual ...effects, met the eligibility criteria, focusing uniquely on participants' learning and treatment/control designs. Academic achievement was analyzed for pre-kindergarten to adult participants. Results yielded a moderate positive combined effect for learners receiving UDL treatments (g = 0.43), indicating moderate efficacy of the UDL-based instruction. Five significant moderators were identified. In addition, the UDL Reporting Criteria were employed to assess whether studies included information regarding UDL-based design components. UDL's emergence as a research-based practice for diverse learners is discussed.
Healthcare students perceive anatomy as a difficult subject to study, yet there is limited literature to explain why students think that anatomy is difficult to learn. Studies have assessed student ...opinion of anatomy teaching strategies, but there is no specific research regarding healthcare students' perception of pedagogical frameworks utilised in anatomy curricula. Considering the importance of student experience, the design of anatomy curricula should include the perspectives of students. Universal Design for Learning (UDL) is a framework which aims to optimise learning opportunities. There is no specific research on healthcare students' awareness or perception of UDL in anatomy curricula. A questionnaire was administered to first-year undergraduate medical, dental, occupational therapy (OT) and speech and language therapy (SLT) students studying anatomy. Demographic data and participants’ perception of UDL were gathered. The response rate was 83%. The majority of participants were female (69%) and studied medicine (59%). Ninety-seven percent of participants had not heard of UDL. After a brief explanation of UDL, 91% thought that UDL had been implemented in anatomy laboratory sessions and 52% thought UDL had been implemented in anatomy lectures. Although the majority of participants were not aware of UDL, they identified aspects of UDL in their anatomy curriculum. UDL helps create an inclusive learning experience. The discussion about the design and delivery of anatomy curricula should include the opinions and perspectives of healthcare students.
•Inclusion of UDL helps create an inclusive educational experience for all learners.•Students were not aware of UDL but recognised its benefit for anatomy curricula.•Further incorporation of UDL could optimise healthcare students' study of anatomy.
Even if the use of distance learning and E-learning has a long tradition all over the world and both have been used to keep in contact with students and to provide lessons, support and learning ...materials, there is an open debate on the balance between advantages and disadvantages in the use of distance learning. This debate is even more central in their use to support students with Learning Disabilities (LDs), an overarching group of neurodevelopmental disorders that affect more than 5% of students. The current COVID-19 outbreak caused school closures and the massive use of E-learning all over the world and it put higher attention on the debate of the effects of E-learning. This paper aims to review papers that investigated the positive and negative effects of the use of Distance Learning and E-learning in students with LDs. We conducted a literature review on the relationship between Distance Learning, E-learning and Learning Disabilities,
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Scopus, Eric and Google Scholar electronic database, according to Prisma Guidelines. The findings are summarized using a narrative, but systematic, approach. According to the data resulting from the papers, we also discuss issues to be analyzed in future research and in the use of E-learning during the current pandemic of COVID-19.
The paper focuses on counteracting discrimination and exclusion in language teacher education by course design which is supportive and inclusive for all students. It also stresses the role of ...appropriate teacher training in boosting teachers’ sense of preparedness, self-efficacy beliefs and favourable attitudes towards inclusion and accessibility in language education. It promotes inclusive pedagogy (Florian, Black-Hawkins, 2011; Black-Hawkins, Florian, 2012; Florian, Spratt, 2013) and Universal Design for Learning (UDL) (Meyer, Rose, Gordon, 2014; CAST, 2018; Torres, Rao, 2019; Novak, 2022) which allow avoiding stigmatisation and marginalisation of students with diverse needs. The paper uses the SCALED course, developed both for initial teacher education (ITE) and continuing professional development (CPD) of language teachers, as an example of good practice. It provides exemplary solutions which promote effective inclusion by increasing accessibility for students with various needs (including special needs and disabilities) through the universal design the course. The paper presents examples of universal design in relation to the course elements such as the goals, structure, tasks, content, materials, ways of providing feedback and conducting assessment.
Abstract After the return to on-campus teaching post-Covid, reports of student disengagement and low attendance are common and anxieties over the relationship between lecture recordings and ...attendance have re-emerged, leading some educators to remove recordings. To understand the potential impact of such decisions, this study explored how neurodivergent and disabled students use recordings using a qualitative survey approach. Reflexive thematic analysis emphasised the need for learning flexibility and questioned traditional lectures. Neurodivergent and disabled students raised concerns over accessibility, highlighting the crucial nature of recordings beyond attendance. For example, features such as pausing or speed adjusted were described as vital for managing learning among disabled and neurodivergent participants. Our findings do not support an uncritical view of lecture recordings. Participants discussed the self-discipline required for effective use and responses reflected prior concerns discussed in the literature regarding recordings leading to focusing on lectures to the detriment of other sources of information. However, despite challenges, we found multiple examples of students using recordings to maintain engagement as a successful self-regulated learner. In line with Universal Design for Learning, our findings support the provision of lecture recordings as an inclusive and accessible technology for all students, not just those with declared disabilities. All data and analysis code is available at https://osf.io/ue628/ .
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