Universal Design for Learning and Inclusive Education: a Systematic Review in the International Literature

OLIVEIRA, Amália Rebouças de Paiva e; MUNSTER, Mey de Abreu van; GONÇALVES, Adriana Garcia

doi:10.1590/s1413-65382519000400009

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Literature Review • Rev. bras. educ. espec. 25 (4) • Oct-Dec 2019 • https://doi.org/10.1590/s1413-65382519000400009 copy

Universal Design for Learning and Inclusive Education: a Systematic Review in the International Literature

Authorship SCIMAGO INSTITUTIONS RANKINGS

ABSTRACT:

This study carried out a systematic review of the literature guided by the following research question: How have the empirical research based on the principles of Universal Design for Learning - UDL influenced the inclusion of the Specialized Educational Service Teacher - SEST in the international literature? The general objective was to map and analyze the international empirical research involving the UDL interface and inclusion. To do so, the research was carried out in the journal database of the Coordination for the Improvement of Higher Education Personnel - CAPES and the descriptors used were "universal design for learning" and "inclusion". As a selection criterion, it was established that only papers published in English language would be analyzed in peer-reviewed journals; in addition, for analysis, it was necessary that the paper reported an empirical research. Thus, 44 papers were initially found, and after the application of the criteria, seven were analyzed. The results show that most of the published works have theoretical conceptions about the subject, but without the realization of an applied research. The few empirical studies found are centered around questionnaires and interviews, as well as teacher training. It is concluded that the need for research that directly apply the principles proposed by the UDL emerges, so that it is possible to analyze the effects of the application of the UDL in the inclusion of all students in the school.

KEYWORDS:
Special Education; Systematic review; Universal Design for Learning; Inclusion

Author / (Year)	Title	Periodical/ Country	Area	Objectives	Method/ Participants	Results
Katz & Sugdan (2013)Katz, J., & Sugdan, R. (2013). The Three-Block Model of Universal Design for Learning Implementation in a High School. Canadian Journal of Educational Administration And Policy, 1(1), 1-28.	The three-block model of universal design for learning implementation in a high school	Canadian Journal of Educational Administration and Policy, Canada	Education	Evaluate the role of school leaders in the process of implementing inclusive education and universal design for learning.	Analysis of the field notes, photographs, and principal's video evidence is detailed to illuminate a process of supporting inclusive education through teachers' professional development in universal design for learning.	The results indicated that the principal's efforts to provide teachers with professional development, time planning for collaboration, vision, and direct involvement in instructional delivery resulted in positive learning outcomes, self-efficacy, and a sense of community among students and teachers.
Mcghie-Richmond & Sung (2013)McGhie-Richmond, D., & Sung, A. (2013), Applying universal design for learning to instructional lesson planning. International Journal of Whole Schooling. Recuperado em 5 de abril de 2019 de https://eric.ed.gov/?id=EJ1016798 https://eric.ed.gov/?id=EJ1016798...	Applying Universal Design for Learning to Instructional Lesson Planning	International Journal of Whole Schooling, Canada	Education	To analyze the effects of introducing universal design for learning into a teacher education program.	Two groups of participants: pre-service teachers and in-service teachers. The teachers participated in the course which consisted of planning their classes according to the UDL concepts, from the modification of the original lesson plans. Teachers were provided with a step-by-step UDL guide.	Both groups made modifications to the lesson plans regarding the introduction of UDL principles. The use of UDL principles in lesson plans has enabled all students to enjoy learning.
Katz & Sokal (2016)Katz, J., & Sokal, L. (2016). Universal Design for Learning as a Bridge to Inclusion: A Qualitative Report of Student Voices. International Journal of Whole Schooling, 12(2), 36-63.	Universal Design for Learning as a Bridge to Inclusion: A Qualitative Report of Student Voices	International Journal of Whole Schooling, Canada	Education	To analyze the effects on the learner of a new pedagogy called the Three Universal Design Blocks Model for Learning through student reports.	101 students from 51 Canadian schools participated in an interview.	Overall, the analysis showed that students had changes in five categories: learning conceptions; learning processes; interdependence in learning; student self-concept and school involvement.
Navarro, Zervas, Gesa, & Sampson (2016)Navarro, S. B., Zervas, P., Gesa, R. F., Sampson, D. G. (2016). Developing Teachers' Competences for Designing Inclusive Learning Experiences. Educational Technology & Society, 19(1), 17-27.	Developing Teachers' Competences for Designing Inclusive Learning Experiences	Educational Technology &Society, Australia	Education	To present the design, implementation and evaluation of a teacher professional development program (PDP) aligned with CFIT for designing inclusive OERs by applying the UDL principles.	Forty-seven primary and secondary school teachers who attended classroom and online classes on the Universal Design platform for learning participated in the research.	The results of the teacher's PDP assessment have shown their added value for the development of teachers' skills in designing inclusive learning experiences for their students.
Lowrey, Hollingshead, Howery, & Bishop (2017)Lowrey, K. A., Hollingshead, A., Howery, K., & Bishop, J. B. (2017). More Than One Way: Stories of UDL and Inclusive Classrooms. Research and Practice for Persons with Severe Disabilities, 42(4), 225-242.	More than one way: stories of UDL and Inclusive classrooms	Research and Practice for Persons with Severe Disabilities, USA and Canada	Special Education	To examine the stories of general education teachers related to the implementation of the Universal Design for Learning (UDL) framework and inclusion of students with moderate to severe intellectual disabilities.	Narrative Investigation. Seven teachers working in education from the United States and/or Canada participated in the study.	All participants shared stories demonstrating that students with moderate and severe ID can and should be included in the intentional planning of learner variability. General education teachers need more support and training to understand the characteristics, instructional methods, materials, and expression options for incorporating these students into the general curriculum.
Taunton, Brian, & True, (2017)Taunton, S., Brian, A., & True, L. (2017) Universally Designed Motor Skill Intervention for Children with and without Disabilities. Journal of Developmental and Physical Disabilities, 1(1), 2-15. DOI: 10.1007/s10882-017-9565-x https://doi.org/10.1007/s10882-017-9565-...	Universally Designed Motor Skill Intervention for Children with and without Disabilities	Journal of Developmental and Physical Disabilities, USA	Physical Education	To examine the effects of a six-week Universal Design for Learning (SKIP-UDL) motor skill intervention on the fundamental motor skills (FMS) of children with and without disabilities.	Pre - post test with intervention. 67 participants of both sexes aged 3-5 years, 42% of the sample with disabilities.	The statistically analyzed results showed differences in motor skill acquisition between the participants of the experimental group and the control group. However, when disability and non-disability groups were analyzed, non-disability participants performed better on the proposed tests.
Loman, Strickland-Cohen, & Walker (2018)Loman, S., Strickland-Cohen, M. K., & Walker, V. L. (2018). Promoting the Accessibility of SWPBIS for Students with Severe Disabilities. Journal of Positive Behavior Interventions, 20(2), 113-123. DOI: https://doi.org/10.1177/1098300717733976 https://doi.org/10.1177/1098300717733976...	Promoting the Accessibility of SWPBIS for Students with Severe Disabilities	Journal of Positive Behavior Interventions, USA	Education/ Psychology	To evaluate the effects of adapted SWPBIS lesson plans on the inappropriate behavior of students with severe disabilities in the school context.	Experimental research - Multiple baseline design between participants. Three students with autism (8-9 years) and their respective class teachers.	In general, problem behaviors among students with severe disabilities have decreased with the adaptation of SWPBIS through UDL principles.

Category	Description	Number of papers allocated	Authors/ year
1. UDL in intervention with students.	In this category, studies that addressed direct intervention with students were allocated to verify the cause - effect relationship between UDL principles and behavior or ability.	2	Taunton, Brian, & True (2017)Taunton, S., Brian, A., & True, L. (2017) Universally Designed Motor Skill Intervention for Children with and without Disabilities. Journal of Developmental and Physical Disabilities, 1(1), 2-15. DOI: 10.1007/s10882-017-9565-x https://doi.org/10.1007/s10882-017-9565-... Loman, Strickland-Cohen, & Walker (2018)Loman, S., Strickland-Cohen, M. K., & Walker, V. L. (2018). Promoting the Accessibility of SWPBIS for Students with Severe Disabilities. Journal of Positive Behavior Interventions, 20(2), 113-123. DOI: https://doi.org/10.1177/1098300717733976 https://doi.org/10.1177/1098300717733976...
2. UDL in teacher training	In this category, studies that made direct intervention with teachers, seeking to promote a training on UDL were grouped.	2	Mcghie- Richmond & Sung (2013)McGhie-Richmond, D., & Sung, A. (2013), Applying universal design for learning to instructional lesson planning. International Journal of Whole Schooling. Recuperado em 5 de abril de 2019 de https://eric.ed.gov/?id=EJ1016798 https://eric.ed.gov/?id=EJ1016798... Navarro, Zervas, Gesa, & Sampson (2016)Navarro, S. B., Zervas, P., Gesa, R. F., Sampson, D. G. (2016). Developing Teachers' Competences for Designing Inclusive Learning Experiences. Educational Technology & Society, 19(1), 17-27.
3. UDL from the perspective of teaching professionals.	This category corresponds to the diagnostic research that aimed to describe how the UDL is viewed by participants in the school environment.	3	Katz, & Sugdan (2013)Katz, J., & Sugdan, R. (2013). The Three-Block Model of Universal Design for Learning Implementation in a High School. Canadian Journal of Educational Administration And Policy, 1(1), 1-28. Katz, & Sokal (2016)Katz, J., & Sokal, L. (2016). Universal Design for Learning as a Bridge to Inclusion: A Qualitative Report of Student Voices. International Journal of Whole Schooling, 12(2), 36-63. Lowrey et al. (2017)Lowrey, K. A., Hollingshead, A., Howery, K., & Bishop, J. B. (2017). More Than One Way: Stories of UDL and Inclusive Classrooms. Research and Practice for Persons with Severe Disabilities, 42(4), 225-242.

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