Abstract
Universal Design for Learning (UDL) is often promoted as an
inclusive teaching methodology for supporting all students within
diverse contemporary classrooms. This is achieved by proactively
planning to the edges of a classroom by thinking of all the
potential needs of students. To examine its effectiveness, a meta-
analysis was conducted on empirical research, containing pre- and
post-testing, published in peer-reviewed journals between 2013
and 2016 (N= 18). Results from this analysis suggest that UDL is
an effective teaching methodology for improving the learning
process for all students. The impact on educational outcomes has
not been demonstrated. The implications of this study will be
discussed.
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