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Analysis of Universal Design for Learning Intervention Studies: Focusing on UDL-based Teaching and Learning Implications to Improve Classroom Instruction

  • Journal of Special Education: Theory and Practice
  • Abbr : JSPED
  • 2022, 23(1), pp.313-339
  • DOI : 10.19049/JSPED.2022.23.1.12
  • Publisher : Research Institute of the Korea Special Education
  • Research Area : Social Science > Education
  • Received : February 9, 2022
  • Accepted : March 7, 2022
  • Published : March 31, 2022

Park Youn-jung 1,  Seo Hyo Jeong 2,  Lee, Juwon 1

1한국교원대학교
2공주대학교

Accredited

ABSTRACT

[Purpose] The purpose of this study was to analyze domestic experimental studies applying Universal Design for Learning (UDL), and to provide data for assisting teachers when they use UDL in their classes. [Method] First, a total of 15 intervention studies to which UDL was applied were coded and analyzed into 8 sub-types according to the framework used to understand the general characteristics of the study. Second, 15 intervention studies were analyzed into 9 sub-categories using the framework to which UDL’s guidelines were applied. [Results] First, it was found that most of the UDL studies were applied in the inclusive education environment, and that the studies conducted on high school students were limited. In addition, studies were conducted across relatively diverse subjects including Korean language, social studies, science, art, and physical education. Research using experimental/control group pre-post designs and including students with intellectual disability were found the most, and it was seen that UDL-applied classes had positive effects on the academic achievements and affective domains of various learners. Second, from analyzing the teaching and learning characteristics of interventions applying UDL, the principles of participation, expression, and representation were found to be in the order of the three-principle dimension. Regarding the dimension of the nine guidelines, providing options for sustaining effort and persistence, providing options for recruiting interest, providing options for language, mathematical expressions, and symbols, and providing options for expression and communication were found to be in the order. [Conclusion] Focusing on UDL-based teaching and learning, methods and implications for improving classroom instruction are suggested for learners with more diverse educational needs.

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