04. Inclusive Education
Paper
Universal Design for Learning and Sense of Coherence Synergy
Yuliana Lavrysh1, Iryna Simkova2
1Igor Sikorsky Kyiv Polytechnic Institute, Ukraine; 2Igor Sikorsky Kyiv Polytechnic Institute, Ukraine
Presenting Author: Lavrysh, Yuliana;
Simkova, Iryna
The study examines the role of the Universal Design for Learning (UDL) approach in higher education as a strategy of trauma-sensitive pedagogy. Combining Universal Design for Learning and Salutogenesis concept, we implied to create a restorative tool to guide students toward a healthy way of learning. The key idea of Salutogenesis is the development of a Sense of Coherence (SoC) which serves as a tool for stress resilience with follow-up restoration (Antonovsky,1987). Applying the SoC concept, educators are able to identify factors and strategies to maintain psychological health. With this in mind, we approached the idea of creating a safe, engaging, barrier- and stress-free learning environment through the perspective of Universal Design for Learning and SoC combination (Kumar & Wideman, 2014) .
In light of recent events, the issue of individual vitality and diversity as abilities that provide resources to resist crisis situations and remain productive has become crucial for today’s Ukrainian educators and learners. However, global recent events (Covid-19, natural disasters, violence in educational establishments ) have led to stressful experiences for learners all over the world (Mays, 2021). Teaching students who underwent stressful situations, we noticed dramatic changes in students’ ability to learn, including difficulties with focusing, being exposed to uncontrolled emotions, processing and recalling information, reacting unpredictably to comments, the fear of future planning, showing low self-esteem, having an increased level of anxiety concerning public speaking, being assigned and assessed. All these trauma consequences cause barriers to learning that can be eliminated when applying the strategies and philosophy of UDL and SoC which create a barrier-free learning environment and promote well-being.
Today, the salutogenic approach represents an alternative system of understanding the relationships between a personality and the environment (Eriksson& Lindström, 2006). Salutogenesis has entered a lot of different scientific branches like medical humanities, pedagogy, didactics, and special needs education. From Antonovsky’s theory of salutogenesis, it follows that efforts should be made not to eliminate pathogens but to maintain healing factors such as "general resources of resistance" and "SoC". The first concept includes biological, material, and psychological factors that allow an individual to experience life as permanent, understandable, and systematized. Resistance resources allow accumulating life experiences, which activate a sense of personal coherence – a way of perceiving life and the ability to successfully manage many stressful situations. According to scientific research findings (Tedeschi & Calhoun, 2004; Perry,2006), stress itself is not always pathogenic, moreover, under certain conditions can be a salutogenic factor.
Our objective is two-fold. We present the theoretical background for the explanation of UDL philosophy and connect it with Antonovsky’s theory (1987) of Salutogenesis, predominantly the Sense of Coherence (SoC) that is the internal personal basis for follow-up restoration. From this perspective, we applied Antonovsky’s theory as an approach that demonstrates the potentially positive impact of stress on human vitality and the ability to study, self-develop, and find new meanings. We found out how UDL strategies could be enhanced by Salutogenesis ideas and how these approaches could be combined practically. The second part is an empirical study focused on measuring the impact of suggested strategies on teaching traumatized students and creating a safe, barrier-free, and engaging learning environment. Our study is focused on two key questions:
- What is the Sense of Coherence (SoC) level of students?
- What are the most efficient SoC- enhanced UDL strategies?
Our research hypothesizes that the UDL can serve as a salutogenic means to establish a healthy way of learning and problem-solving.
Methodology, Methods, Research Instruments or Sources Used
To answer the study questions we decided to perform action research as it allows participants to augment the research procedure and outcomes. Moreover, students and teachers could reflect on issues that caused learning barriers and outline opportunities for positive changes. We regard it as critical to empirically study the Sense of Coherence level of Ukrainian students, as it is a basis for future transformations. In the study we employed a Sense of Coherence-13 questionnaire (Antonovsky, 1993), to evaluate the level of coherence of students before and after UDL practices integration. The questionnaire covers three key components: Comprehensibility (5 items), Manageability (4 items), and Meaningfulness (4 items). The empirical study was performed at a polytechnic university among students majoring in engineering. All students had signs of traumatic experiences.
To find the answer to the second question we carried out a structured interview among teachers who implemented SoC-enhanced UDL practices. The focus of the interview was the reflection on applied practices in terms of their efficiency and feasibility. The interview included such open-ended questions:
1. What stress symptoms caused the learning barrier did you notice?
2. What learning processes were violated due to previous traumatic experiences?
3. What SoC-enhanced UDL practices did you implement and did they minimize the barriers?
The interview answers were processed using inductive qualitative content analysis and a coding scheme. Statements were partitioned into units, grouped in common category headings, analyzed, and summarized.
Participants
We involved 128 students majoring in engineering from Igor Sikorsky Kyiv Polytechnic Institute. The average age was 19-23 years old, there were 85 male and 43 female students. Among them 62 students were internally displaced. The sample size was calculated through the online size sample calculator with the confidence level of 95% and margin of error -3.76%. The students’ participation was voluntary and anonymous. There were no academic consequences if students wanted to stop participating in the study.
Eight teachers from the department of English Language for Engineering participated. We involved only those teachers who were acquainted with the UDL principles and practices. Another criterion was the teaching experience as we consider that UDL implementation and trauma-sensitive teaching require practical experience (more than 5 years) and professional commitment. It was important for us to involve only those teachers who demonstrated their empathy, understanding and high level of rapport towards students.
Conclusions, Expected Outcomes or FindingsThis study was performed with a focus on UDL's potential as a restorative and empowering strategy that reduces barriers caused by psychological trauma, stress, or forced displacement and allows using previous stressful experiences as a resource to accept and meet new challenges. The study findings demonstrated that the SoC level increased after UDL practices application, so it evidenced that these practices had a restorative potential. The combination of UDL and SoC had a positive effect on students’ well-being and skills mastering from the perspective of Salutogenesis (comprehensibility, manageability, and meaningfulness). It also contributed to the transformation of the teacher’s role from an instructor to a reflective mentor who guides students towards clarity and confidence (Comprehensibility/Representation), empowerment (Manageability/Action & Expression), mastery, and accomplishment (Meaningfulness/Engagement). Having observed the results of the study, we can state that UDL practices are a restorative and empowering strategy for trauma-experienced students and UDL can be regarded as a salutogenic tool. SoC level can serve as a diagnostic basis for applying the UDL as a didactic tool to strengthen or foster SoC components as well as to detect and dissolve barriers in learning and wellbeing.
ReferencesAggarwal, I., Woolley, A. W., Chabris, C. F., & Malone, T. W. (2019). The impact of cognitive style diversity on implicit learning in teams. Frontiers in Psychology, 10. https://doi.org/10.3389/fpsyg.2019.00112
Antonovsky, A. (1987). Unraveling the mystery of health. How people manage stress and stay well. San Francisco: Jossey-Bass Publishers.
Antonovsky, A. (1993). The structure and properties of the sense of coherence scale. Social Science & Medicine, 36 (6), 725-733. https://doi.org/10.1016/0277-9536(93)90033-z
Bandura, A. (1999). Self-efficacy: Toward a unifying theory of behavioral change. In Roy F. Baumeisterâ (Ed.), The Self in Social Psychology (pp. 285-298). New York, NY, US: Psychology Press.
Blessing, L.T.M. & Chakrabarti, A. (2009). DRM, a design research methodology. London: Springer. https://doi.org/10.1007/978-1-84882-587-1
CAST, (2018). Universal design for learning guidelines version 2.2. http://udlguidelines.cast.org
Eriksson, M., & Lindström B. (2006). Antonovsky's sense of coherence scale and the relation with health: a systematic review. J Epidemiol Community Health. 60(5), 376-81.
https://doi.org/110.1136/jech.2005.041616
Erkiliç, M. (2012). Inclusive Schools and Urban Space Diversity: Universal Design Strategies in use. METU Journal of the Faculty of Architecture, 29(1), 193-206. https://doi.org/10.4305/metu.jfa.2012.1.11.
Greenberg, J. S. (2016). Comprehensive stress management. New York: McGraw-Hill Higher Education.
Hockings, C., Brett, P., & Terentjevs, M. (2012). Making a difference—Inclusive learning and teaching in higher education through open educational resources. Distance Education, 33(2), 237-252.
Hoopes, L. L. (2017). Prosilience: Building your resilience for a turbulent world. Dara Press.
Kobasa, S. C., Maddi, S. R. & Kahn, S. (1982). Hardiness and health: A prospective study. Journal of Personality and Social Psychology, 42(1), 168-177. https://doi.org/10.1037/0022-3514.42.1.168
Kumar, K. L., & Wideman, M. (2014). Accessible by design: Applying UDL principles in a first year undergraduate course. Canadian Journal of Higher Education, 44(1), 125-147.
Langley-Turnbaugh S. J., Blair, M. & Whitney, J. (2013). Increasing accessibility of college STEM courses through faculty development in UDL. In S. Burgstahler (Ed.), Universal Design in higher education: Promising practices. Seattle: DO-IT, University of Washington.
Magistretti, C., Topalidou, A. & Meinecke, F. (2019). The sense FOR coherence: An empirical approach to a new concept. In C. Magistretti, B. Lindström, & M. Eriksson (Eds.), Know and understand salutogenesis: Concept, signifcance, research and practical applications. Hogrefe.
Mays, I., (2021).Transcending Adversity: Trauma-Informed Educational Development. Journal of Educational Development, 39( 3), 1-23, doi:10.3998/tia.17063888.0039.301.
Mittelmark, M. B., Sagy, S., Eriksson, M., Bauer, F., Pelikan, J., Lindström, B. & Espnes, G. (2017). The handbook of salutogenesis. London: Springer International Publishing. https://doi.org/10.1007/978-3-319-04600-6
04. Inclusive Education
Paper
UNIUDL - University and Universal Design for Learning
María Pineda-Martínez, Raquel Casado-Muñoz
University of Burgos (Spain), Spain
Presenting Author: Pineda-Martínez, María;
Casado-Muñoz, Raquel
Development and implementation of a Didactic Guide for the improvement of training in inclusion in the University
This educational innovation project proposes the elaboration, application and evaluation of a Didactic Guide to facilitate the implementation of Universal Design for Learning (UDL) in the different subjects of the Degree in Primary Education at the University of Burgos (Spain). It is divided into three main phases from January 2023 to December 2024: 1st) Review of teaching materials and design of educational material, with special attention to ICT; 2nd) Training of teachers of the Degree; and 3rd) Application in different subjects of the Degree and evaluation of the experience by the teaching team and the students involved. It is thus expected to facilitate the improvement of the training on inclusive education of the teaching staff and students of the Degree through the involvement of both groups in an innovative process.
Objectives:
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To expand the training in inclusive education of teachers and students with the Degree in Primary Education.
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Facilitate the application of the principles for education for all people at the University through the elaboration and implementation in the classrooms of a Didactic Guide in UDL that offers methodological strategies and tools, especially ICT (Information and Communication Technology), for different subjects of the Degree.
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To evaluate the results of the experience considering the perspective of teachers and students.
Theoretical framework
There is great interest in offering inclusive education in the university system from different areas such as the legislative, curricular (Edyburn, 2010; Díez Villoria & Sánchez Fuentes, 2015) or architectural (Meyer, Rose & Gordon, 2014; Lopez-Gavira et al., 2016). There is a need to make learning and teaching more accessible in the university setting. Universal Design for Learning, or UDL, is a framework to guide tertiary educators in instructional design by removing barriers to learning (Universal Design for Learning Implementation and Research Network [UDL-IRN], 2011).
Understanding the difficulties and needs faced by the diversity of students at different educational stages is to recognize the existing inequality in access to learning. One way to improve is to offer inclusive teaching as a transversal element in the initial training of future Primary Education teachers, which should contemplate diversity as an enriching factor in society (Lozano Mellado et al., 2017, p.104). This is a response to the demands coming from different national and international educational and social institutions that point out the scarce training of future teachers (Boothe et al., 2018).
The scope of the project can be very significant for being developed in a Degree, the Primary Education Teacher, with 30 subjects (plus 6 optional subjects of mention, 5 in the case of Physical Education), 95 teachers and 592 students in the current course. In addition, it will contribute to the improvement of a Degree that is already obtaining a very good position in international rankings such as the World University Ranking, prepared by Times Higher Education.
When teacher education programs emphasize differences among different types of students, they evidence the need for training to prepare teachers for diversity (Florian & Camedda, 2020, p.5). This project has a benefit to the entire undergraduate student body (590 students, in the optimistic forecast) and, specifically, to those taking the 15 subjects taught by the professors.
The pedagogical benefit of using the Guide can be transferred to other Degrees. Students are also offered a variety of resources and strategies in the subjects they are studying. The training of university professors and their development of competencies are also expected results and benefits like other studies from Schelly, Davies, & Spooner (2011) or Unluol Unal, Karal & Tan (2020).
Methodology, Methods, Research Instruments or Sources UsedThis is a transversal project that involves all members of an educational innovation group, coming from different areas of knowledge. Its eminently practical and formative nature will facilitate the achievement of the proposed objectives.
The methodology will be based on the previous reflection on the teaching practice and the collaborative work of the members of the group. The different phases are detailed below:
First phase:
- Planning: the creation of a schedule and working groups with the group members.
- Review of bibliography and resources. special attention will be given to the next publications:
- Guidance for Implementing Universal Design for Learning in Irish Further Education and Training (SOLAS The Further Education and Training Authority)
- Curriculum Training in Design for All in Education (proposals for the Primary Education Degree).
- Guide UDL- Wheel: tools for Universal Design for Learning (DOWN Spain, 2022). Bank of ICT resources to apply the three principles of UDL that we will adapt to the context and tertiary teachers.
- Shared discussion: selection of strategies and tools for the didactic material.
- Elaboration of the Didactic Guide.
Criteria for application selection:
-The focus has been on the concept of inclusion as the elimination of barriers to learning that may be present in didactic designs.
-Applications and tools are provided to serve as facilitators, supports and or alternatives for the universal alternatives of the activities. The digital tools selected are intended that they can be used by all students, thus responding to the criterion of universality and non-discrimination.
-The Guide responds to the attention to diversity in the classroom under a universal approach, not a personalized one. This is why we present assistive technologies that can be proposed in the didactic designs of the classroom, but there are no specific applications for specific groups of people with disabilities for the rest of the guidelines.
-Specific applications for students with specific needs respond to what UNESCO calls "reasonable accommodations", which would come into play when, for a specific person, the application would have to be adapted to the needs of a specific group of people with disabilities.
Second phase:
-Training of the Degree teachers for the implementation of the Didactic Guide in their subjects.
Third phase:
-Pilot test and implementation in the Degree subjects.
-Evaluation of the experience: particularly from the student and teachers' points of view
-Analysis of results and dissemination
Conclusions, Expected Outcomes or FindingsThis educational innovation project aims to guide teachers with this guide for the implementation of the UDL in university classrooms of primary education teachers. It can be beneficial for students with and without disabilities, who are expected to appreciate having choices, tailored material, increased engagement and a heightened understanding of course content.
Some of the suggested applications can also be used in other be used at different UDL checkpoints. The applications listed in the Guide are presented as a representative sample of the many similar applications that can be used to provide students with a variety of information access options. This versatility allows each teacher to make the most of them to generate alternatives for their students. Suggestions have been made, to the extent possible,
Suggestions have been made, to the extent possible, for applications that meet the following criteria of accessibility, ease of application in the classroom, student safety and security, free or semi-free use of the applications and low cost.
Also, for teachers for improving their teaching, training in digital tools for the design of learning situations from a DUA point of view will help to promote the presence of the instructor with an inclusive approach strengthening the participation and progress of all students. It will also contribute to the digital literacy of teachers and students.
This is a pioneering guide in the Spanish university system. This is a pioneering guide in the Spanish university system, whose implementation and evaluation will allow for obtaining valuable results in the research on inclusion in the University and favouring teaching processes for all. The results can serve as an inspiration that can be extrapolated to other countries.
ReferencesBoothe, K., Lohmann, M., Donnell, K., & Hall, D. (2018). Applying the principles of Universal Design for Learning (UDL) in the college classroom. The Journal of Special Education Apprenticeship, 7(3), 1–13.
Díez Villoria, E., & Sánchez Fuentes, S. (2015). Diseño universal para el aprendizaje como metodología docente para atender a la diversidad en la universidad. Aula Abierta, 43(2), 87–93. https://doi.org/https://doi.org/10.1016/j.aula.2014.12.002
Edyburn, D. L. (2010). Would you recognize universal design for learning if you saw it? Ten propositions for new directions for the second decade of UDL. Learning Disability Quarterly, 33, 33–41. https://www.jstor. org/ stable/ 25701 429
Florian, L., & Camedda, D. (2020). Enhancing teacher education for inclusion. European Journal of Teacher Education, 43(1), 4–8. https://doi.org/10.1080/02619768.2020.1707579
Lopez-Gavira, R., Moriña, A., Melero-Aguilar, N., & Perera-Rodríguez, V. H. (2016). Proposals for the Improvement of University Classrooms: The Perspective of Students with Disabilities. Procedia - Social and Behavioral Sciences, 228, 175–182. https://doi.org/https://doi.org/10.1016/j.sbspro.2016.07.026
Lozano Mellado, M. T., Martínez Tomás, C., Fanjul Fernández-Pita, B., Hernández Galán, J., & Campo, M. (2017). Formación Curricular en Diseño para Todas las Personas en Educación. Conferencia de Rectores de las Universidades Españolas (CRUE), Fundación ONCE y Real Patronato Sobre Discapacidad. https://www.crue.org/publicacion/formacion-curricular-en-diseno-para-todas-las-personas/
Meyer, A., Rose, D. H., & Gordon, D. T. (2014). Universal Design for Learning: Theory and practice.
CAST Professional Publishing.
Schelly, C., Davies, P., & Spooner, C. (2011). Student perceptions of faculty implementation of Universal Design for Learning. Journal of Postsecondary Education and Disability, 24(1), 17–30. https://eric.ed.gov/?id=EJ941729
UDL-IRN. (2011). Testable assumptions about UDL in practice (Version 1.1). https://udl- irn.org/wpcontent/ uploa ds/ 2018/ 01/ Belie fs- in- Pract ice.pdf
Unluol Unal, N., Karal, M. A., & Tan, S. (2020). Developing Accessible Lesson Plans with Universal Design for Learning (UDL). International Journal of Disability, Development and Education, 1–15. https://doi.org/10.1080/1034912X.2020.1812539
04. Inclusive Education
Paper
Universal Design for Learning Based Teachers' Latent Profiles in Contact and Remote Education
Alvyra Galkienė, Ona Monkeviciene
Vytautas Magnus University, Lithuania
Presenting Author: Galkienė, Alvyra;
Monkeviciene, Ona
The full participation of all pupils in the overall educational process is defined by the concept of inclusive education, which is gradually evolving in education policy and practice (Magnússon, Göransson, & Lindqvist, 2019). It includes the full participation of all pupils in a shared learning experience, and educational practices that address barriers to learning (Florian, 2019). Inclusive education applying the principles of Universal Design for Learning (UDL), which includes promoting students' involvement in learning processes, guaranteeing a deep understanding of the analysed phenomena, initiating self-directed learning, and using e-tools to create a barrier-free environment, is a prerequisite for the personal success of each pupil (Van Boxtel, & Sugita, 2019; Sanger, 2020; Swanson, Ficarra & Chapin, 2020).
Research problem. Most research is aimed at revealing general trends in education applying UDL; however, there is a lack of focus on revealing the individual experiences of teachers. This research aims at answering the question of what teachers’ individual teaching profiles of UDL-based education are in the environment of contact and remote education. The following elements constitute the centre of attention: traditional teaching methods used by the teachers; the ways of modelling education for engagement and participation by eliminating barriers; the ways of encouraging self-regulated and co-operative learning; the ways of using digital technologies for engagement and scaffolding.
Methodology, Methods, Research Instruments or Sources UsedResearch methods. In order to identify individual latent teacher profiles that encompass the essential components of UDL-based inclusive teaching and traditional teaching, the quantitative analysis was used for latent profile analysis (LPA) (Creswell, 2019). An online self-reported questionnaire was used for data collection. It consisted of blocks of questions designed to reveal the experiences of subject teachers in contact and remote learning settings. 1432 Lithuanian, Latvian, and Estonian subject teachers took part in the survey.
Conclusions, Expected Outcomes or FindingsResearch results. Research results. The LPA analysis revealed 8 latent teacher profiles with different characteristics of UDL-based inclusive education or traditional teaching in contact and remote teaching conditions. Only 4 - 5% of the subject teachers had a profile characterised by a sustained UDL approach to teaching: promoting pupils' self-directed learning; empowering pupils' engagement, understanding, independent action and expression; promoting pupils' e-inclusion; and using few traditional teaching methods. Other teacher profiles were characterised by limited UDL-based inclusive education either due to the lack of one or more of its components, or to the predominance of direct teacher guidance. Research results revealed that the shift to remote education has slightly reduced the use of UDL-based teaching. Differences have been established between teacher profiles in Lithuania, Latvia, and Estonia: in Estonia, when using remote education environments, the number of teachers who sustainably apply the UDL approach increases. Whereas in Lithuania and Latvia, the number of these teachers decreases when using remote education environments.
ReferencesMagnússon, G., Göransson, K., & Lindqvist, G. 2019. Contextualizing inclusive education in educational policy: the case of Sweden. Nordic Journal of Studies in Educational Policy, 5(2), 67-77. Doi: https://doi.org/10.1080/20020317.2019.1586512
Florian L. 2019. On the necessary co-existence of special and inclusive education. International Journal of Inclusive Education, 23(7-8), 691-704. Doi: https://doi.org/10.1080/13603116.2019.1622801
Van Boxtel, J. M., & Sugita, T. 2022. Exploring the implementation of lesson-level UDL principles through an observation protocol. International Journal of Inclusive Education, 26(4), 348-364. Doi: https://doi.org/10.1080/13603116.2019.1655596
Sanger, C. S. 2020. Inclusive Pedagogy and Universal Design Approaches for Diverse Learning Environments. In C. Sh. Sanger, N. W. Gleason (Eds). Diversity and Inclusion in Global Higher Education, (pp. 31-71). Palgrave Macmillan, Singapore.
Swanson, J. A., Ficarra, L. R., & Chapin, D., 2020. Strategies to strengthen differentiation within the common core era: drawing on the expertise from those in the field. Preventing School Failure: Alternative Education for Children and Youth, 64(2), 116-127. Doi: https://doi.org/10.1080/1045988X.2019.1683802
Creswell, J.W. 2019. Educational Research: Planning, Conducting and Evaluating Quantitative and Qualitative Research, 6th ed. Pearson: Great Britain.
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