UDL and Intellectual Disability: What Do We Know and Where Do We Go?
As an instructional design framework that can be used to design curriculum for students with and without disabilities, Universal Design for Learning (UDL) has the potential to support meaningful inclusion of students with intellectual disability (ID) in general educational settings. This article presents an overview of the existing set of research studies on UDL application for students with ID in PreK-12 settings. The current body of research illustrates that UDL is being applied to instructional activities for students with ID to examine a variety of interventions (e.g., adapted stories for individual students, inclusive general education curriculum) and outcomes (e.g., interaction, perceptions, knowledge gains) in self-contained and general educational settings. It also identifies important questions for consideration in future research as the field seeks to determine how UDL guidelines can be applied to curriculum, used with evidence-based and effective practices, and used to support schoolwide initiatives inclusive of students with ID.
Kavita Rao, University of Hawai'i at Mānoa; Sean J. Smith, University of Kansas; and K. Alisa Lowrey, University of Southern Mississippi.
Kavita
K
Rao
Kavita Rao, University of Hawai'i at Mānoa; Sean J. Smith, University of Kansas; and K. Alisa Lowrey, University of Southern Mississippi.
Sean J
SJ
Smith
Kavita Rao, University of Hawai'i at Mānoa; Sean J. Smith, University of Kansas; and K. Alisa Lowrey, University of Southern Mississippi.
K Alisa
KA
Lowrey
D004495:Education of Persons with Intellectual Disabilities / Q000639:trends; D006801:Humans; D008282:Mainstreaming, Education / Q000639:trends; D017145:Models, Educational; D012574:Schools; D000070260:Teacher Training
Universal Design for Learning; intellectual disability; research