Multiple Means of (Mis)representation? A Critical Analysis of UDL Checkpoint 1.2 (66054)
Session Chair: Somer Matthews
Saturday, January 7, 2023 (16:15)
Session: Session 5
Room: 323B
Presentation Type:Oral Presentation
Universal Design for Learning is widely touted to be an evidence-based practice for students with disabilities. However, the adoption of UDL into policy as a research-based framework has come with little to no analysis of the evidence-base in question. This session will present the results of a critical analysis of one subset of the existing foundational research for UDL, checkpoint 1.2: offer alternatives for auditory information, as a representative sample of the literature. After a review of a number of checkpoints, this was chosen as an accessible microcosm of UDL’s vast literature base. Results of the critical analysis indicated much of the literature base for UDL checkpoint 1.2 was found to be out-of-date or disconnected to UDL altogether. It is hard to argue against the idea of designing instruction so that it is beneficial to all students, regardless of disability (CAST, 2020), and UDL certainly has a place in today’s classrooms. However, given the (ir)relevance of the literature base that contributes to its label as an "evidence-based practice", perhaps it is time the educational community look into the effectiveness of the UDL framework for various populations, and in various contexts, to ensure this is not another bandwagon approach to educational policy.
Authors:
Somer Matthews, University of North Carolina Greensboro, United States
Christie Cavanaugh, University of North Carolina Greensboro, United States
Peter Wilson, University of North Carolina Greensboro, United States
About the Presenter(s)
Ms Somer Matthews is a University Doctoral Student at University of North Carolina Greensboro, United States
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