This session is supported by current research and will provide attendees with strong evidence related to the outcomes of UDL implementation. We employed resources to work with and support staff across a Higher Education Institute to build greater capacity to curriculum design and teaching practices to ensure a positive student experience with robust academic standards which contributes significantly to increasing retention. Establishing a strategic UDL work plan that includes a collaborative and interdisciplinary project with key initiative activities, ensures the findings add to the theoretical discourse of how accessibility can be facilitated through UDL.

Session Video Recording

This qualitative study examines experience-based UDL applications through autobiographical memory narratives among teacher candidates and educational practitioners in special education programs. This presentation highlights benefits and challenges to the UDL reflective cycle through the autobiographical memory narratives. The findings include (1) self-awareness of making meaningful changes in teaching practices, and (2) interactions with their learning experience through a UDL framework while taking the role of a teacher and learner. Participants are encouraged to engage in our interactive discussions on the development, measurements, and analysis of the UDL reflective cycle and the autobiographical memory narrative research framework along with research findings.

Session Video Recording
Wakelet

This mixed methods study investigated the effects of coaching as professional development on teachers’ knowledge and application of the Universal Design for Learning (UDL) framework. Treatment participants received a coaching cycle on UDL implementation from their building UDL coach, and comparison participants did not receive coaching. The results showed that teachers overall made gains in knowledge and application of UDL. Qualitative data revealed that teachers valued and changed practice from the use of coaching. While the results were interesting, they did not yield a statistically significant interaction between coaching and the increase in self-reported UDL knowledge, application, or observed application. 

Session Video Recording
Slide Deck

This research examines UDL framework applications among teacher candidates pursing their initial or cross endorsement certification in special education at a regional comprehensive university in Connecticut. Research results examine their progression in knowledge and application of the UDL framework in the K-12 settings. Along with the UDL Reporting Criteria (Rao et al., 2019), this presentation highlights explicit examples of our program’s implementation of UDL-focused preparation including instructor modeling, embedded supports, scaffolded progression, lesson planning, and classroom applications. Participants are encouraged to engage in our interactive discussions, exploratory activities, as well as multi-media and sample resources with colleagues from different disciplines.

Session Video Recording
Wakelet

Crowdsourcing class notes was a UDL based tool used in the Harvard Graduate School of Education, T-560 course: Meeting the Challenge of Individual Differences, taught by David Rose and colleagues. This session presents findings from a mixed-methods research study that utilized an expanded version of crowdsourcing class notes in fourteen higher education courses with over 700 undergraduate and graduate students. In addition to class notes, students crowdsourced executive summaries and visual representations of class sessions with peers through the learning management system. This research study sought to understand how students use crowdsourced materials, and about using the materials. Participants will leave the session understanding benefits of crowdsourcing student materials and recommendations for future implementation of the tool in higher education courses. 

Session Video Recording
Slide Deck

Alisa Lowrey and Dave Edyburn host a networking session surrounding the topics in the newly published book, Critical Issues in UDL. Beginning the conversation with topics highlighted in the book that highlight an array of issues impacting the UDL field, they’ll moderate a conversation with audience members surrounding these issues. Among the issues to be addressed: the evolving language used to describe UDL, scaling UDL, UDL within special education, the status of UDL research, and the future of UDL. Participants will have the opportunity share their perspectives engage in critical conversations about these issues, as well as new issues, by exploring future implications for research and practice to extend the understanding and work in UDL. 

Session Video Recording

This session dives into an impact study Goalbook conducted in conjunction with WestEd and DC Public schools, using a mixed-methods approach to answer the following research questions:

• What impact does the UDL framework have on teacher classroom practice?
• How can districts support teachers’ use of UDL in classrooms?

This study examined how the UDL framework is used to design instruction and facilitate differentiated lesson planning through instructional coaching at the K-12 level. The findings support the body of research that suggests the UDL framework aids educators in designing differentiated learning experiences accessible for all learners. Both teachers and instructional coaches cited Goalbook Toolkit as a critical tool in utilizing the UDL framework within their instructional design and coaching. Ongoing evaluations following this initial study reveal promising applications of increased teacher efficacy in understanding and applying UDL principles and strategies to support diverse learner needs. 

Session Video Recording
Video Transcript
Slide Deck
Narrative
Interactive Notes Document

This session dives into an impact study Goalbook conducted in conjunction with WestEd and DC Public schools, using a mixed-methods approach to answer the following research questions:

• What impact does the UDL framework have on teacher classroom practice?
• How can districts support teachers’ use of UDL in classrooms?

This study examined how the UDL framework is used to design instruction and facilitate differentiated lesson planning through instructional coaching at the K-12 level. The findings support the body of research that suggests the UDL framework aids educators in designing differentiated learning experiences accessible for all learners. Both teachers and instructional coaches cited Goalbook Toolkit as a critical tool in utilizing the UDL framework within their instructional design and coaching. Ongoing evaluations following this initial study reveal promising applications of increased teacher efficacy in understanding and applying UDL principles and strategies to support diverse learner needs. 

Session Video Recording
Video Transcript
Slide Deck
Narrative
Interactive Notes Document

This research highlights UDL framework applications and implementations among teacher candidates in the special education teacher preparation programs. Our preliminary research result includes understanding, experience, and application of UDL framework among teacher candidates and educational practitioners in their teacher education programs and K-12 field-based experience. Our interactive presentation includes discussions and demonstrations of explicit training through instructor model, embedded support, enduring understanding, lesson planning, and classroom applications of UDL principles. This scaffolding process as a part of a UDL reflective cycle in the teacher education program is shared and discussed during this session.

Session Video Recording
Slide Deck
Handout
Interactive Notes Document

As more schools and districts adopt the UDL framework, describing the relationship between universal design and student/teacher outcomes emerges as a persistent need for practitioners and researchers. This breakout session shares the results of a review of the current literature and practice around UDL implementation fidelity measures, and engages participants in identifying critical factors in assaying UDL implementation at the building and district level. The results of this session will help inform field testing of a potential UDL implementation fidelity tool. 

Session Video Recording
Video Transcript
Handout
Interactive Notes Document