Accessible by Design: Applying UDL Principles in a First Year Undergraduate Course

Autor/inn/en	Kumar, Kari Lynne; Wideman, Maureen
Titel	Accessible by Design: Applying UDL Principles in a First Year Undergraduate Course
Quelle	In: Canadian Journal of Higher Education, 44 (2014) 1, S.125-147 (23 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0316-1218
Schlagwörter	Access to Education; Higher Education; Undergraduate Study; Health Sciences; Health Education; Undergraduate Students; Student Surveys; Interviews; Student Attitudes; Positive Attitudes; Accessibility (for Disabled); Disabilities; College Faculty; Technology Uses in Education; Feedback (Response); Questionnaires; Blended Learning; Learner Engagement; Teacher Student Relationship; Locus of Control; Student Personnel Services; Foreign Countries; Canada + Suchen Sie Ihr Suchwort? Education; Access; Bildung; Zugang; Bildungszugang; Hochschulbildung; Hochschulsystem; Hochschulwesen; Grundstudium; Gesundheitsaufklärung; Gesundheitsbildung; Gesundheitserziehung; Schülerbefragung; Interviewing; Interviewtechnik; Schülerverhalten; Accessibility; Zugänglichkeit; Handicap; Behinderung; Fakultät; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Fragebogen; Teacher student relationships; Lehrer-Schüler-Beziehung; Ausland; Kanada
Abstract	This article presents a case study of a technology-enhanced face-to-face health sciences course in which the principles of Universal Design for Learning (UDL) were applied. Students were offered a variety of means of representation, engagement, and expression throughout the course, and were surveyed and interviewed at the end of the term to identify how the UDL- inspired course attributes influenced their perceptions of course accessibility. Students responded very positively to the course design, and felt that the weaving of UDL throughout the course resulted in increased flexibility, social presence, reduced stress, and enhanced success. Overall, students felt more in control of their own learning process and empowered to make personal choices to best support their own learning. This course design also led to increased satisfaction from the perspective of the instructor and reduced the need for intervention by the campus disability services department. (As Provided).
Anmerkungen	Canadian Society for the Study of Higher Education. P.O. Box 34091, RPO Fort Richmond, Winnipeg, MB R3T 5T5, Canada. Tel: 204-474-6404; Fax: 204-474-7561; e-mail: csshe@cc.umanitoba.ca; Web site: http://www.csshe-scees.ca/cjhe.htm
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10