INTEGRATING UDL AND PT: EQUITABLE LEARNING OPPORTUNITIES FOR STUDENTS WITH SLD
DOI:
https://doi.org/10.29121/shodhkosh.v5.i6.2024.4548Keywords:
Universal Design For Learning, Precision Teaching, Specific Learning Disabilities, Inclusion, Equitable EducationAbstract [English]
Universal Design for Learning (UDL) and Precision Teaching (PT) are two educational frameworks aimed at enhancing learning outcomes, for learners with a wide variety of needs and abilities. While both approaches strive to improve educational experiences, they differ significantly in their methodologies, theoretical foundations, and applications. The current paper is an analytical perspective paper that aims to integrate elements of UDL and PT as a school-based ecological solution to help educators create inclusive, effective and data-informed learning environments that enhance success for learners with Specific Learning Disabilities (SLD).
References
Almeqdad, Q. I., Alodat, A. M., Alquraan, M. F., Mohaidat, M. A., & Al-Makhzoomy, A. K. (2023). The effectiveness of universal design for learning: A systematic review of the literature and meta-analysis. Cogent Education, 10(1). https://doi.org/10.1080/2331186X.2023.2218191 DOI: https://doi.org/10.1080/2331186X.2023.2218191
AlRawi, J. M., & AlKahtani, M. A. (2021). Universal design for learning for educating students with intellectual disabilities: a systematic review. International Journal of Developmental Disabilities, 68(6), 800–808. https://doi.org/10.1080/20473869.2021.1900505 DOI: https://doi.org/10.1080/20473869.2021.1900505
Binder, C. (1996). Behavioral fluency: Evolution of a new paradigm. The Behavior Analyst, 19(2), 163-197. Retrieved 15 March, 2024 from https://www.researchgate.net/profile/Carl-Binder/publication/223960067_Behavioral_Fluency_Evolution_of_a_New_Paradigm/links/590b91b00f7e9b7fed8f674f/Behavioral-Fluency-Evolution-of-a-New-Paradigm.pdf DOI: https://doi.org/10.1007/BF03393163
CAST. (2018). Universal Design for Learning Guidelines, version 2.2. Retrieved from https://udlguidelines.cast.org
Evans, A. L., Bulla, A. J., & Kieta, A. R. (2021). The Precision Teaching system: A synthesized definition, concept analysis, and process. Behavior Analysis in Practice, 14, 559–576. https://doi.org/10.1007/s40617-020-00502-2 DOI: https://doi.org/10.1007/s40617-020-00502-2
Gist, C., & Bulla, A. J. (2020). A Systematic Review of Frequency Building and Precision Teaching with School-Aged Children. Journal of Behavioral Education. https://doi.org/10.1007/s10864-020-09404-3 DOI: https://doi.org/10.1007/s10864-020-09404-3
Kapoor, G., & Kaul, S. (2024). Critical review of use of medical versus social model for identification of learning disabilities. Journal of Indian Association for Child and Adolescent Mental Health, 20(3), 200-204. https://doi.org/10.1177/09731342241248423 DOI: https://doi.org/10.1177/09731342241248423
Panneersevlam, G., & Sujhathamalini, J. (2019, Sept 4-5). Universal learning design startegies to handle children with specific learning disabilities [Paper presentation]. Universal Design for Learning Embedded with Assistive Technology for Children with Special Needs, Karaikudi, Tamil Nadu, India. Retrieved March 13, 2025 from https://www.researchgate.net/publication/377297544_UNIVERSAL_DESIGN_LEARNING_STRATEGIES_TO_HANDLE_CHILDREN_WITH_SPECIFIC_LEARNING_DISABILITIES
Rao, K., & Meo, G. (2016). Using universal design for learning to design standards-based lessons. Sage Open, 6(4). https://doi.org/10.1177/2158244016680688 DOI: https://doi.org/10.1177/2158244016680688
Shlasko, D., & Pacheco, R. (2024, March 11). Applying Universal Design for Learning (UDL) supports inclusive education. Learning for Justice. https://www.learningforjustice.org/magazine/applying-universal-design-for-learning-udl-supports-inclusive-education
Hollingsworth, S. M. (2019). Multi-tiered System of Supports as Collective Work: a (Re)structuring Option for Middle Schools. Current Issues in Middle Level Education, 24:(2). https://doi.org/10.20429/cimle.2019.240204 DOI: https://doi.org/10.20429/cimle.2019.240204
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2024 Geetika Kapoor, Dr. Anjali Midha Saran
This work is licensed under a Creative Commons Attribution 4.0 International License.
With the licence CC-BY, authors retain the copyright, allowing anyone to download, reuse, re-print, modify, distribute, and/or copy their contribution. The work must be properly attributed to its author.
It is not necessary to ask for further permission from the author or journal board.
This journal provides immediate open access to its content on the principle that making research freely available to the public supports a greater global exchange of knowledge.
