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Education Sciences
Special Issues
Universal Design for Inclusive Pedagogy
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Universal Design for Inclusive Pedagogy

A special issue of Education Sciences (ISSN 2227-7102). This special issue belongs to the section "Special and Inclusive Education".

Deadline for manuscript submissions: closed (31 August 2018) | Viewed by 37872

Special Issue Editor

Dr. David Arendale

E-Mail Website
Guest Editor
Department of Curriculum and Instruction, College of Education and Human Development, University of Minnesota, Minneapolis, MN 55432, USA
Interests: student-led peer study programs; equity programs; social justice; learning assistance; widening participation; universal design for learning
Special Issues, Collections and Topics in MDPI journals

Special Issue Information

Dear Colleagues,

This special issue seeks to address the needs of all postsecondary/tertiary students for a barrier-free learning environment to increase their academic achievement, engagement, learning mastery, and persistence to graduation. Universal Design for Inclusive Pedagogy (UDIP) is sensitive to diverse students and individual differences to promote access and equity. While our colleagues in elementary and secondary education have been addressing this issue for many years, postsecondary education is a newer field for this approach. The six articles in this issue break new ground with expanding the boundaries of Universal Design (UD). Areas explored in this special issue are transformed curriculum, innovative teaching and learning practices, cross national and cross cultural student interactions, application of UD to academic pathways, and UDIP embedded into the institutional culture and policies. The central themes of the articles are increased access, equity, and social justice for all students.

Dr. David Arendale
Guest Editor

Manuscript Submission Information

Manuscripts should be submitted online at www.mdpi.com by registering and logging in to this website. Once you are registered, click here to go to the submission form. Manuscripts can be submitted until the deadline. All papers will be peer-reviewed. Accepted papers will be published continuously in the journal (as soon as accepted) and will be listed together on the special issue website. Research articles, review articles as well as short communications are invited. For planned papers, a title and short abstract (about 100 words) can be sent to the Editorial Office for announcement on this website.

Submitted manuscripts should not have been published previously, nor be under consideration for publication elsewhere (except conference proceedings papers). All manuscripts are thoroughly refereed through a double-blind peer-review process. A guide for authors and other relevant information for submission of manuscripts is available on the Instructions for Authors page. Education Sciences is an international peer-reviewed open access monthly journal published by MDPI.

Please visit the Instructions for Authors page before submitting a manuscript. Submitted papers should be well formatted and use good English. Authors may use MDPI's English editing service prior to publication or during author revisions.

Keywords

  • universal design for inclusive pedagogy
  • widening access
  • inclusive pedagogy
  • postsecondary/tertiary education
  • universal instructional design
  • barrier-free learning environment

Published Papers (7 papers)

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Editorial

Jump to: Research, Other

6 pages, 167 KiB  
Editorial
Introduction to Special Issue on Universal Design for Inclusive Pedagogy and a Future Research Agenda
by David R. Arendale
Educ. Sci. 2018, 8(4), 203; https://doi.org/10.3390/educsci8040203 - 18 Nov 2018
Viewed by 4228
Abstract
This Special Issue seeks to address the needs of all postsecondary/tertiary students for a barrier-free learning environment to increase their academic achievement, engagement, learning mastery, and persistence to graduation. Universal Design for Inclusive Pedagogy (UDIP) is sensitive to diverse students and individual differences [...] Read more.
This Special Issue seeks to address the needs of all postsecondary/tertiary students for a barrier-free learning environment to increase their academic achievement, engagement, learning mastery, and persistence to graduation. Universal Design for Inclusive Pedagogy (UDIP) is sensitive to diverse students and individual differences to promote access and equity. While our colleagues in elementary and secondary education have been addressing this issue for many years, postsecondary education is a newer field for this approach. The six articles in this issue break new ground with regards to expanding the boundaries of Universal Design (UD). Areas explored in this Special Issue are transformed curriculum, innovative teaching and learning practices, cross-national and cross-cultural student interactions, application of UD to academic pathways, and UDIP embedded into the institutional culture and policies. The central themes of the articles are increased access, equity, and social justice for all students. Full article
(This article belongs to the Special Issue Universal Design for Inclusive Pedagogy)

Research

Jump to: Editorial, Other

11 pages, 192 KiB  
Communication
Bridging Countries and Cultures through Accessible Global Collaborations
by Irene Duranczyk and Elena Pishcherskaia
Educ. Sci. 2018, 8(4), 199; https://doi.org/10.3390/educsci8040199 - 14 Nov 2018
Cited by 4 | Viewed by 3196
Abstract
This paper discusses and provides two case studies on a postsecondary, accessible, global project among students in Russia, China, and the United States. The project design was to engage diverse students in an international conversation to explore their place in the world and [...] Read more.
This paper discusses and provides two case studies on a postsecondary, accessible, global project among students in Russia, China, and the United States. The project design was to engage diverse students in an international conversation to explore their place in the world and envision their future as individuals, innovators, workers, and/or leaders in this globalized world. The three countries chosen, Russia, China, and the United States, are world powers and are pivotal countries for building international bridges. This paper highlights the evolution of the project and students’ vision for developing ongoing student-centered international research projects. It is the hope of the authors that educators reading this article will be inspired to embark on other accessible global projects designed to enhance language and cultural competence with and among all college students. Full article
(This article belongs to the Special Issue Universal Design for Inclusive Pedagogy)
14 pages, 212 KiB  
Article
Intercultural Pedagogy: A Faculty Learning Cohort
by Amy Lee, Robert Poch, Ann Smith, Margaret Delehanty Kelly and Hannah Leopold
Educ. Sci. 2018, 8(4), 177; https://doi.org/10.3390/educsci8040177 - 20 Oct 2018
Cited by 6 | Viewed by 3623
Abstract
The purpose of this article is to describe and reflect on a pilot faculty learning cohort that was designed to improve the frequency and the quality of cross-national and cross-cultural student interactions in the participants’ undergraduate courses. The cohort offered a space where [...] Read more.
The purpose of this article is to describe and reflect on a pilot faculty learning cohort that was designed to improve the frequency and the quality of cross-national and cross-cultural student interactions in the participants’ undergraduate courses. The cohort offered a space where faculty could gain insight on the experience of international students (IS) and non-native English speakers (NNES), develop knowledge about best practices and relevant research, and explore and test tools to promote inclusion and interactions. The cohort focused on cross-national interactions because strong and consistent data indicate that international and domestic students seek more purposeful and substantive interactions, both in and out of the classroom, but lack the confidence and structure to engage in them. Full article
(This article belongs to the Special Issue Universal Design for Inclusive Pedagogy)
19 pages, 438 KiB  
Article
Extending Universal Design for Learning through Concurrent Enrollment: Algebra Teachers’ Perspectives
by Susan Staats and Lori Ann Laster
Educ. Sci. 2018, 8(4), 154; https://doi.org/10.3390/educsci8040154 - 21 Sep 2018
Cited by 2 | Viewed by 4045
Abstract
Concurrent enrollment refers to partnerships between postsecondary institutions and schools through which secondary school students can complete a university class taught by a qualifying secondary school teacher at their secondary school. We propose that concurrent enrollment programs are an under-recognized tool for extending [...] Read more.
Concurrent enrollment refers to partnerships between postsecondary institutions and schools through which secondary school students can complete a university class taught by a qualifying secondary school teacher at their secondary school. We propose that concurrent enrollment programs are an under-recognized tool for extending the impact of Universal Design for Learning (UDL). The context of our study is an equity-focused university course in algebraic mathematical modeling that is also offered through concurrent enrollment in over 30 secondary schools to over 800 secondary students annually in our state of Minnesota, U.S.A. This paper presents a qualitative analysis of secondary school teachers’ experiences implementing the inquiry pedagogy and the equity goals of the course. Several results are important for UDL. Teachers (1) describe equity in social terms of race, ethnicity, income, immigration, and language status in addition to measures of academic success; (2) perceive improvements in students’ attitudes towards mathematics, school, and university education; (3) perceive student academic growth through mathematical writing; and (4) report close relationships with students. If higher education faculty design their on-campus classes to incorporate UDL principles, concurrent enrollment offers the potential to improve inclusive pathways from secondary schools to universities. Full article
(This article belongs to the Special Issue Universal Design for Inclusive Pedagogy)
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20 pages, 243 KiB  
Article
Expanding the Scope of Universal Design: Implications for Gender Identity and Sexual Orientation
by Ellyn Couillard and Jeanne L. Higbee
Educ. Sci. 2018, 8(3), 147; https://doi.org/10.3390/educsci8030147 - 12 Sep 2018
Cited by 8 | Viewed by 7423
Abstract
This article encourages postsecondary educators to expand the scope of applications of universal design and universal instructional design by exploring how principles of UD and UID can be applied to other social identities, and specifically to gender identity and sexual orientation. There are [...] Read more.
This article encourages postsecondary educators to expand the scope of applications of universal design and universal instructional design by exploring how principles of UD and UID can be applied to other social identities, and specifically to gender identity and sexual orientation. There are many parallels that can be drawn between students who are excluded because of their disability and students who are marginalized on the basis of nonconforming gender identity or sexual orientation. It is important that faculty and staff understand intersectionality and interdependence among social identities and consider what steps they can take to apply UID principles in ways that consider multiple aspects of identity in order to provide inclusive educational experiences for all students. Scenarios for further discussion are provided. Full article
(This article belongs to the Special Issue Universal Design for Inclusive Pedagogy)

Other

Jump to: Editorial, Research

10 pages, 216 KiB  
Concept Paper
Ignatian Pedagogy as a Frame for Universal Design in College: Meeting Learning Needs of Generation Z
by J. Mark Pousson and Karen A. Myers
Educ. Sci. 2018, 8(4), 193; https://doi.org/10.3390/educsci8040193 - 05 Nov 2018
Cited by 9 | Viewed by 6879
Abstract
In viewing the principles of Universal Instructional Design (UID), both inside and outside the classroom, a direct connection may be made to the principles of Ignatian pedagogy—a 500-year old tradition of education—in meeting the learning needs of today’s college students, Generation Z. The [...] Read more.
In viewing the principles of Universal Instructional Design (UID), both inside and outside the classroom, a direct connection may be made to the principles of Ignatian pedagogy—a 500-year old tradition of education—in meeting the learning needs of today’s college students, Generation Z. The Ignatian pedagogy as a frame for universal instructiosnal design principles can guide instructors to understand how college students can learn best and facilitate that knowledge acquisition to serve the common good. This article addresses Generation Z’s experience with digital technology and illustrates how the Ignatian pedagogical model tenets (i.e., context, experience, reflection, action, and evaluation) connect with UID practices in a higher education curriculum. Examples of UID, as it applies to each tenet and to web access, are included. Full article
(This article belongs to the Special Issue Universal Design for Inclusive Pedagogy)
14 pages, 209 KiB  
Concept Paper
Integrating Universal Design, Culturally Sustaining Practices, and Constructivism to Advance Inclusive Pedagogy in the Undergraduate Classroom
by Tabitha Grier-Reed and Anne Williams-Wengerd
Educ. Sci. 2018, 8(4), 167; https://doi.org/10.3390/educsci8040167 - 10 Oct 2018
Cited by 20 | Viewed by 7505
Abstract
While primary and secondary teachers are legally required to adhere to inclusion guidelines for students experiencing disabilities, instructors in higher education have had more leeway to operate under a more traditional paradigm which can marginalize rather than include students in the classroom. Furthermore, [...] Read more.
While primary and secondary teachers are legally required to adhere to inclusion guidelines for students experiencing disabilities, instructors in higher education have had more leeway to operate under a more traditional paradigm which can marginalize rather than include students in the classroom. Furthermore, students experience exclusion for reasons other than and in addition to disabilities, including, race, ethnicity, language, gender, and sexual orientation. Inorderto advance inclusion for all students in the higher education classroom, we propose integrating universal design, culturally sustaining pedagogy, and constructivist approaches to teaching and learning. We aim to not only forward an integrative theoretical framework for inclusive pedagogy grounded in a constructivist perspective, but to also provide practical strategies that promote a more inclusive undergraduate classroom. Full article
(This article belongs to the Special Issue Universal Design for Inclusive Pedagogy)
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