Universal design for learning as a bridge to inclusion: a qualitative report of student voices

• Published in: International journal of whole schooling Vol. 12; no. 2; pp. 36 - 63
• Main Authors: Katz, Jennifer, Sokal, Laura
• Format: Journal Article
• Language: English
• Published: Whole Schooling Consortium 01-09-2016
• Subjects: Access to Education; Barriers; Beliefs, opinions and attitudes; Canada; Classroom Environment; Cooperative Learning; Early Childhood Education; Educational Attitudes; Educational Innovation; Elementary Secondary Education; Emotional Development; Foreign Countries; Inclusion; Intervention; Interviews; Learning; Learning Processes; Program Effectiveness; Qualitative Research; Self Concept; Social aspects; Social Development; Student Attitudes; Student Diversity; Students; Teaching methods; Well Being; Canada
• ISSN: 1710-2146; 1710-2146

Innovations in pedagogy are, at their core, aimed at improving the educational experiences and outcomes of learners. Being as many countries are embracing a philosophy of inclusive education, designers of educational reform must be mindful of the effects of any proposed innovations on the experiences and outcomes of a broad range of diverse learners including ethnically and linguistically diverse students, students from indigenous backgrounds, and students with and without disabilities. The current project sought to contribute to the literature on the learner effects of a new pedagogy called the Three-Block Model of Universal of Design for Learning. This model is aimed at meeting the needs of diverse learners in a common setting. Specifically, we examine the effects of the model on diverse students' conceptions of learning, processes of learning, interdependence in learning, academic self-concept, and school engagement and report through the student voices on the benefits and challenges of this pedagogy.