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Misunderstanding and Understanding of Universal Design for Learning

  • Journal of Special Education: Theory and Practice
  • Abbr : JSPED
  • 2020, 21(1), pp.21-32
  • DOI : 10.19049/JSPED.2020.21.1.02
  • Publisher : Research Institute of the Korea Special Education
  • Research Area : Social Science > Education
  • Received : February 11, 2020
  • Accepted : February 25, 2020
  • Published : March 31, 2020

Hak Jun Lee 1 Yong-Wook Kim 2

1대구대학교 한국특수교육문제연구소
2한국체육대학교

Accredited

ABSTRACT

[Purpose] This article is to inquiry the misunderstanding and understanding of universal design for learning. The reality is that UDL design has not received much attention in general education because it is mainly dealt with in special education. Getting away from the misunderstanding and prejudice of UDL is a correct understanding. [Method] To this end, the research method was used to analyze domestic and foreign literature on UDL. [Results] The results are as follows: First, UDL is not a special education but a general education. Until now, there has been a widespread perception that UDL is a subject that only deals with special education. This is caused by a misconception. Second, not all of them are UDL using technology. Third, UDL is not a differentiated education. [Conclusion] After all, UDL consists of principles (3), guidelines (9), and checkpoints. UDL is not a special education but a general education. Also, using technology is not all UDL-based classes. UDL education is available at any time without the use of technology. And UDL is not a differentiated education. What we are wary of is the blind faith and worship of UDL. UDL is a learning design for successful inclusion education. UDL is a framework for supporting all students’access, participation and progress.

Citation status

* References for papers published after 2023 are currently being built.

This paper was written with support from the National Research Foundation of Korea.