Universal Design for Learning as a Bridge to Inclusion: A Qualitative Report of Student Voices

Whole Schooling Consortium. Available from: Concordia University College of Alberta. 7128 Ada Boulevard, Edmonton, AB T5B 4E4, Canada. e-mail: [email protected]; Web site: http://www.wholeschooling.net

Y

28

Inclusion; Qualitative Research; Access to Education; Student Attitudes; Educational Innovation; Student Diversity; Models; Cooperative Learning; Learning Processes; Self Concept; Classroom Environment; Well Being; Program Effectiveness; Interviews; Early Childhood Education; Elementary Secondary Education; Barriers; Emotional Development; Social Development; Educational Attitudes; Foreign Countries; Intervention

1710-2146

Innovations in pedagogy are, at their core, aimed at improving the educational experiences and outcomes of learners. Being as many countries are embracing a philosophy of inclusive education, designers of educational reform must be mindful of the effects of any proposed innovations on the experiences and outcomes of a broad range of diverse learners including ethnically and linguistically diverse students, students from indigenous backgrounds, and students with and without disabilities. The current project sought to contribute to the literature on the learner effects of a new pedagogy called the Three-Block Model of Universal of Design for Learning. This model is aimed at meeting the needs of diverse learners in a common setting. Specifically, we examine the effects of the model on diverse students' conceptions of learning, processes of learning, interdependence in learning, academic self-concept, and school engagement and report through the student voices on the benefits and challenges of this pedagogy.

As Provided

66

2016

EJ1118092