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No description available.

This dissertation examines a university faculty (n = 41) and diverse students (n = 93) including students with disability (n = 44), students without disability (n = 21), and international students (n = 28) regarding their attitudes toward and actions associated with inclusive instruction based on the universal design for learning (UDL) principles and practices. Two online surveys, the Inclusive Teaching Strategies Inventory (ITSI) and the Inclusive Teaching Strategies Inventory-Student (ITSI-S), were administered at a large, public Southwest university (N = 134). The ITSI and ITSI-S contain seven subscales representing the following constructs: (a) accommodations, (b) accessible course materials, (c) course modifications, (d) inclusive lecture strategies, (e) inclusive classroom, (f) inclusive assessment, and (g) disability laws and concepts. A series of multivariate analyses of variances (MANOVAs) measured the overall of attitude subscales and overall action subscales, and an independent-samples test (t-test) compared mean scores on the seven Attitude subscales and seven Action subscales to identify predictors of these attitudes and actions among faculty and students. The main findings were (a) significant differences among diverse students, where students with disability responded negatively on the Action subscales and (b) significant differences between faculty and diverse students where international students had a positive attitude on the Attitude subscales, whereas students with disability had a negative attitude on the Action subscales toward the actual practices of their faculty. Results of the current study respond to the gap in the literature by examining the inclusive instruction environment based on UDL in a university environment. The implications of these findings and recommendations for future research are discussed.

No contexto da Educação a Distância Superior no Brasil, o material didático tem figurado como um dos principais recursos, no qual, realiza-se a aplicação dos pressupostos do design universal para a aprendizagem, que se trata de um modelo de universalização que propõem o oferecimento de andaimes que visem a eliminar as barreiras desnecessárias, sem eliminar os desafios necessários para beneficiar/proporcionar a aprendizagem do maior número possível de alunos. Ressalta-se que a motivação e a autoeficácia para a aprendizagem tem sido utilizadas em trabalhos brasileiros que as apresentam como importantes dimensões de aprendizagem. Contudo, há escassez de pesquisas que avaliem e mensurem os efetivos impactos destas dimensões no processo de aprendizagem permeado por implementações de propostas didáticas baseadas em princípios do design universal para a aprendizagem. O presente trabalho tem, portanto, o objetivo de avaliar o impacto dos princípios do design universal para a aprendizagem nas dimensões de motivação e autoeficácia do processo de aprendizagem em cursos superiores de Educação a Distância. Portanto, propõem a incorporação de princípios do design universal para a aprendizagem por meio da implementação de quatro propostas didáticas (leitura ou audição voz feminina ou masculina de texto; videoaula convencional ou com legenda parcialmente ambientada; controle de velocidade da expectação da videoaula; fórum com participação escrita, falada ou gravada com imagem e som) na editoração do material didático e testa sua aplicabilidade e efetividade para aumentar os índices de a motivação e a autoeficácia para a aprendizagem. A pesquisa é multimodal e foi arquitetada como um experimento verdadeiro, no modelo de pré-teste/pós-teste, utilizando-se os instrumentos Escala de Motivação Acadêmica e a Escala de Autoeficácia Acadêmica Percebida para aplicação em uma amostra de 238 alunos de cursos EAD de uma IES brasileira. Os resultados qualitativos e quantitativos apresentados evidenciam o potencial do design universal para melhoria dos índices de autoeficácia para a aprendizagem e da motivação, em uma proposta que visa mais que permitir a participação, mas possibilitar o sucesso de todos! / In the context of distance higher education in Brazil, the courseware has figured as one of the main resources in which executes the application of the assumption of universal design for learning, which it is about a template of universalization that propose the offering of \"scaffoldings\" that aim to eliminate the unnecessary barriers, without eliminating the necessary challenges to benefit/provide the learning of the greatest number of students as possible. It is noteworthy that the Motivation and Self Efficacy for Learning has been used in Brazilian works that present as important dimensions of learning. However, there is a shortage of searches that evaluate and measure the actual impact of these dimensions in the learning process permeated by implementations of didactic proposals based on the principles of universal design for learning. The present project has therefore the objective to evaluate the impact of the principles of universal design for learning in the dimensions of motivation and self-efficacy of the learning process in distance higher education courses. Propose the incorporation of principles of the universal design for learning through the implementation of four didactic proposals (reading or listening - female or male voice - text; conventional video lesson or partially acclimated with subtitles; video lesson expectation speed control; board with participation written, spoken or recorded with image and sound) on courseware publication and test its applicability and effectiveness to increase the rates of motivation and self-efficacy for learning. The research is multimodal and is architected as a true experiment, in the template of pre-test/pos-test, using the instruments of Academic Motivation Scale and the Scale of Perceived Academic Self-efficacy for using in a sample of 238 students of EAD courses of a Brazilian Institute of Higher Education. The qualitative and quantitative results presented highlight the potential of universal design to improve rates of self efficacy for learning and motivation, in a proposal that aims more than to allow participation, but enable the success of all!

This study explores the relationship between an Affective Instructional Design (AID), children’s attitudes toward math, and math learning. Participants included 15 kindergarten children at a university K-12 laboratory school located in East Tennessee. This quasi-experimental study employed a pretest-intervention (AID)-posttest design. Data, including pretest/posttest attitude surveys, and baseline and intervention non-participant video observations of math learning and math attitudes, during 13 math lessons were coded and analyzed. As hypothesized, a significant positive correlation (r = 0.936, p = 0.000) was found between attitude and math learning. Additionally significant differences were found between the baseline (pre-intervention) mean score and the final intervention lesson for both math attitude, t(14) = -12.39, p = 0.008, and math learning, t(14) = -8.40, p = 0.002.These findings suggest AID could be one route to supporting educators in establishing quality learning environments that promote positive attitudes and meaningful learning in mathematics.

No contexto da Educação a Distância Superior no Brasil, o material didático tem figurado como um dos principais recursos, no qual, realiza-se a aplicação dos pressupostos do design universal para a aprendizagem, que se trata de um modelo de universalização que propõem o oferecimento de andaimes que visem a eliminar as barreiras desnecessárias, sem eliminar os desafios necessários para beneficiar/proporcionar a aprendizagem do maior número possível de alunos. Ressalta-se que a motivação e a autoeficácia para a aprendizagem tem sido utilizadas em trabalhos brasileiros que as apresentam como importantes dimensões de aprendizagem. Contudo, há escassez de pesquisas que avaliem e mensurem os efetivos impactos destas dimensões no processo de aprendizagem permeado por implementações de propostas didáticas baseadas em princípios do design universal para a aprendizagem. O presente trabalho tem, portanto, o objetivo de avaliar o impacto dos princípios do design universal para a aprendizagem nas dimensões de motivação e autoeficácia do processo de aprendizagem em cursos superiores de Educação a Distância. Portanto, propõem a incorporação de princípios do design universal para a aprendizagem por meio da implementação de quatro propostas didáticas (leitura ou audição voz feminina ou masculina de texto; videoaula convencional ou com legenda parcialmente ambientada; controle de velocidade da expectação da videoaula; fórum com participação escrita, falada ou gravada com imagem e som) na editoração do material didático e testa sua aplicabilidade e efetividade para aumentar os índices de a motivação e a autoeficácia para a aprendizagem. A pesquisa é multimodal e foi arquitetada como um experimento verdadeiro, no modelo de pré-teste/pós-teste, utilizando-se os instrumentos Escala de Motivação Acadêmica e a Escala de Autoeficácia Acadêmica Percebida para aplicação em uma amostra de 238 alunos de cursos EAD de uma IES brasileira. Os resultados qualitativos e quantitativos apresentados evidenciam o potencial do design universal para melhoria dos índices de autoeficácia para a aprendizagem e da motivação, em uma proposta que visa mais que permitir a participação, mas possibilitar o sucesso de todos! / In the context of distance higher education in Brazil, the courseware has figured as one of the main resources in which executes the application of the assumption of universal design for learning, which it is about a template of universalization that propose the offering of \"scaffoldings\" that aim to eliminate the unnecessary barriers, without eliminating the necessary challenges to benefit/provide the learning of the greatest number of students as possible. It is noteworthy that the Motivation and Self Efficacy for Learning has been used in Brazilian works that present as important dimensions of learning. However, there is a shortage of searches that evaluate and measure the actual impact of these dimensions in the learning process permeated by implementations of didactic proposals based on the principles of universal design for learning. The present project has therefore the objective to evaluate the impact of the principles of universal design for learning in the dimensions of motivation and self-efficacy of the learning process in distance higher education courses. Propose the incorporation of principles of the universal design for learning through the implementation of four didactic proposals (reading or listening - female or male voice - text; conventional video lesson or partially acclimated with subtitles; video lesson expectation speed control; board with participation written, spoken or recorded with image and sound) on courseware publication and test its applicability and effectiveness to increase the rates of motivation and self-efficacy for learning. The research is multimodal and is architected as a true experiment, in the template of pre-test/pos-test, using the instruments of Academic Motivation Scale and the Scale of Perceived Academic Self-efficacy for using in a sample of 238 students of EAD courses of a Brazilian Institute of Higher Education. The qualitative and quantitative results presented highlight the potential of universal design to improve rates of self efficacy for learning and motivation, in a proposal that aims more than to allow participation, but enable the success of all!

Denna forskningsöversikt syftade till att undersöka vad som kan utgöra kognitiva hinder i lärandeprocessen under samhällskunskapsundervisning, med målet att finna implikationer för undervisning och examinationsformer som kan nå och engagera fler elever. Arbetet utgick ifrån ett teoretiskt ramverk för universellt utformade lärandesituationer, för att bidra till proaktiv och preventiv planering utifrån elevers funktionsvariation. Målet var att om möjligt reducera behovet av speciallösningar i efterhand, samt stödja samhällskunskapslärare i att möta eleverna såväl kollektivt som individuellt. Översikten inkluderar 48 peer-review-granskade artiklar publicerade i utvalda vetenskapliga tidskrifter, vilka bygger på antingen metaanalyser eller primärforskning som har utförts i skolmiljö med elever i årskurs 4 upp till och med gymnasiet. Särskild uppmärksamhet riktas mot de kognitiva krav som ställs när elever i takt med ökad ålder självständigt förväntas kunna bearbeta och skapa mening av samhällskunskapligt innehåll. Utifrån en kombinatorisk analys rekommenderar jag sammantaget mer explicit undervisning – i synnerhet litteracitetsutvecklande sådan sett till betydelsen av läs- och skrivförmåga för att lyckas inom samhällskunskapsämnet – samt mer kognitiv vägledning och modellering från samhällskunskapsläraren, dels för att utveckla elevens samhälleliga och akademiska litteracitet, dels för att på sikt möjliggöra självständig tillämpning av samhällskunskapliga tankeredskap. Vidare rekommenderas mer kognitiv validering av examinationer, för att synliggöra vilka kognitiva krav som bör ställas, vilka som faktiskt ställs och huruvida eleven använder sig av de förväntade kognitiva processerna. I ämnesdidaktisk forskning som hittills har genomförts i skandinavisk kontext framstår elevernas funktionsvariation som anmärkningsvärt osynliggjord, sett till den centrala roll som eleven spelar i många didaktiska modeller. När samhällkunskapsdidaktiken fokuserar på relationen mellan elev och innehåll är det utifrån en relativt homogen syn på gruppen nybörjare. Specialpedagogisk och språkvetenskaplig forskning däremot uppmärksammar i högre utsträckning “startsträckan” som elever har innan de når ämnesinnehållet och kan börja öva på ämnesspecifika förmågor.

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The purpose of this study was to examine the effects of Universal Design for Learning, UDL, has on accessibility in the Swedish school system. 12 semistructured interviews with teachers, special education teachers and school principals were conducted . By the qualitative interview method and analysis I have come to the conclusion that UDL aligns with Swedish school laws and theories already being used in the Swedish school system. Experiences made by the teachers, special education teachers and school principals show that UDL gave them support with lesson planning and had a positive effect on pupils learning process, engagement and self-efficacy. This indicates that implementation of UDL could support the aim for accessibility and learning for all pupils in Sweden. Further reasearch on the effects of UDL in the Swedish school system and mulitple means of assessments is required.

No description available.