The effectiveness of universal design for learning: A systematic review of the literature and meta-analysis

Universal Design for Learning (UDL) framework supports students' diversity principles in inclusive education settings. This systematic review and meta-analysis examined the effectiveness of UDL principles in educational settings. The inclusion criteria of the systematic search include empirical...

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Veröffentlicht in:Cogent education Jg. 10; H. 1
Hauptverfasser: Almeqdad, Qais I., Alodat, Ali M., Alquraan, Mahmoud F., Mohaidat, Mohammad A., Al-Makhzoomy, Alaa K.
Format: Journal Article
Sprache:Englisch
Veröffentlicht: Abingdon Cogent 31.12.2023
Taylor & Francis Ltd
Taylor & Francis Group
Schlagworte:
Academic Ability
Academic Accommodations (Disabilities)
Access to Education
Brain
Doctoral Degrees
Educational Assessment
Educational Environment
Educational Methods
Educational Needs
Educational Principles
Educational research
Educational Strategies
Effect Size
Elementary Secondary Education
Evaluative Thinking
Evidence Based Practice
Guidelines
Inclusion
Inclusive education
Influence of Technology
Learner Engagement
Learning Disabilities
Learning Processes
Meta Analysis
Networks
Physical Environment
Systematic review
Universal Design for Learning (UDL)
ISSN:2331-186X, 2331-186X
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Zusammenfassung:Universal Design for Learning (UDL) framework supports students' diversity principles in inclusive education settings. This systematic review and meta-analysis examined the effectiveness of UDL principles in educational settings. The inclusion criteria of the systematic search include empirical peer-reviewed research (pre-and post-design) published between 2015 to 2021 in English and Arabic (N = 13). Findings of the systematic review revealed that the identified studies were conducted in six countries, either specific or generic domain-related; targeting K-12 or higher education levels, generally implemented all UDL principles, directed to teachers or students using professional development programmes or school interventions, and mainly used one group quantitative research design. The meta-analysis findings showed that the total effect sizes for the identified studies were 3.56; however, considerable heterogeneity was evident. The meta-analysis results specifically showed statistically significant effect sizes for one group studies, student participants, specific domain, and quantitative research design. Discussion and future directions are presented.
Bibliographie:ObjectType-Article-1
SourceType-Scholarly Journals-1
ObjectType-Feature-2
content type line 14
ISSN:2331-186X
2331-186X
DOI:10.1080/2331186X.2023.2218191