@article{ART003157298},
author={Kang Bo Ra},
title={Implications of the Philosophy of Universal Design for Learning Guidelines 3.0 for the Implementation of the 2022 Revised Curriculum},
journal={Journal of Special Education: Theory and Practice},
issn={1598-060X},
year={2024},
volume={25},
number={4},
pages={79-97}
TY - JOUR
AU - Kang Bo Ra
TI - Implications of the Philosophy of Universal Design for Learning Guidelines 3.0 for the Implementation of the 2022 Revised Curriculum
JO - Journal of Special Education: Theory and Practice
PY - 2024
VL - 25
IS - 4
PB - Research Institute of the Korea Special Education
SP - 79
EP - 97
SN - 1598-060X
AB - [Purpose] In Korea national curriculum, approximately seven years after the implementation of the 2015 revised curriculum, the 2022 revised curriculum was promulgated to reflecting social changes and contemporary demands. The revised curriculum newly emphasizes the learner's developmental level, diversity in teaching and learning methods, and adjustments in evaluation. These additions represent an evolved educational philosophy grounded in the principle that education must be inclusive for all.
[Method] Around the same period, the Center for Applied Special Technology (CAST), a nonprofit educational research and development organization, introduced a new version of its Universal Design for Learning (UDL) Guidelines. A comparative analysis of UDL Guidelines 2.2 (2018) and 3.0 (2024) reveals several key developments. [Results] First, Instructional agency has completely shifted from the educator to the learner. Second, There is a stronger emphasis on understanding and respecting learners' individual identities. Third, there is a greater focus on participatory interactions, acknowledging that learning always occurs within a group context. Fourth, UDL guidelines are not designed to function as rigid prescriptions. And fifth, there is a steadfast belief that all learners possess inherent potential. [Conclusion] These findings indicate that the philosophy of UDL 3.0 provides meaningful implications for the implementation of the 2022 revised curriculum. This study serves as an initial exploration of UDL 3.0, highlighting the need for further research across various dimensions in the future. To approach these topics from a more integrated perspective, it is necessary to synthesize related concepts and refine the philosophy of UDL. While UDL primarily addresses classroom instruction, its application should extend beyond the class.
KW - Universal Design for Learning;Guidelines;Comparative Research;2022 revised Curriculum;Educational Philosophy
DO -
UR -
ER -
Kang Bo Ra. (2024). Implications of the Philosophy of Universal Design for Learning Guidelines 3.0 for the Implementation of the 2022 Revised Curriculum. Journal of Special Education: Theory and Practice, 25(4), 79-97.
Kang Bo Ra. 2024, "Implications of the Philosophy of Universal Design for Learning Guidelines 3.0 for the Implementation of the 2022 Revised Curriculum", Journal of Special Education: Theory and Practice, vol.25, no.4 pp.79-97.
Kang Bo Ra "Implications of the Philosophy of Universal Design for Learning Guidelines 3.0 for the Implementation of the 2022 Revised Curriculum" Journal of Special Education: Theory and Practice 25.4 pp.79-97 (2024) : 79.
Kang Bo Ra. Implications of the Philosophy of Universal Design for Learning Guidelines 3.0 for the Implementation of the 2022 Revised Curriculum. 2024; 25(4), 79-97.
Kang Bo Ra. "Implications of the Philosophy of Universal Design for Learning Guidelines 3.0 for the Implementation of the 2022 Revised Curriculum" Journal of Special Education: Theory and Practice 25, no.4 (2024) : 79-97.
Kang Bo Ra. Implications of the Philosophy of Universal Design for Learning Guidelines 3.0 for the Implementation of the 2022 Revised Curriculum. Journal of Special Education: Theory and Practice, 25(4), 79-97.
Kang Bo Ra. Implications of the Philosophy of Universal Design for Learning Guidelines 3.0 for the Implementation of the 2022 Revised Curriculum. Journal of Special Education: Theory and Practice. 2024; 25(4) 79-97.
Kang Bo Ra. Implications of the Philosophy of Universal Design for Learning Guidelines 3.0 for the Implementation of the 2022 Revised Curriculum. 2024; 25(4), 79-97.
Kang Bo Ra. "Implications of the Philosophy of Universal Design for Learning Guidelines 3.0 for the Implementation of the 2022 Revised Curriculum" Journal of Special Education: Theory and Practice 25, no.4 (2024) : 79-97.
