Please use this identifier to cite or link to this item:
http://hdl.handle.net/1942/32676
Full metadata record
DC Field | Value | Language |
---|---|---|
dc.contributor.author | Griful-Freixenet, Júlia | - |
dc.contributor.author | STRUYVEN, Katrien | - |
dc.contributor.author | Verstichele, Meggie | - |
dc.contributor.author | Andries, Caroline | - |
dc.date.accessioned | 2020-11-24T09:34:29Z | - |
dc.date.available | 2020-11-24T09:34:29Z | - |
dc.date.issued | 2017 | - |
dc.date.submitted | 2020-11-23T11:42:39Z | - |
dc.identifier.citation | Disability & society (Print), 32 (10) , p. 1627 -1649 | - |
dc.identifier.uri | http://hdl.handle.net/1942/32676 | - |
dc.description.abstract | The Universal Design for Learning (UDL) framework offers a promising strategy to address the needs of higher education students with disabilities; UDL aims to support access, participation and progress for all' learners, resulting in more accessible learning environments. The objective of this qualitative study is to explore whether UDL addresses the learning needs of students with disabilities effectively. Findings suggested that students' perceptions align well with UDL's principles, especially with the principle of multiple means of engagement. Additionally, we found that meeting the learning needs of some students may create barriers for others. To overcome these weaknesses, UDL needs to address the individual learning needs of students, not only through setting and curricular changes, but also in a direct way. Therefore, this study argues for responsive teaching whilst implementing UDL in a flexible way. Helping students to articulate their learning needs by asking them the right questions will be crucial. | - |
dc.language.iso | en | - |
dc.publisher | ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD | - |
dc.rights | 2017 Informa UK Limited, trading as Taylor & Francis Group | - |
dc.subject.other | Higher education students with disabilities | - |
dc.subject.other | Universal Design for Learning | - |
dc.subject.other | one-size-fits-all curriculum | - |
dc.subject.other | differentiated instruction | - |
dc.subject.other | qualitative research | - |
dc.title | Higher education students with disabilities speaking out: perceived barriers and opportunities of the Universal Design for Learning framework | - |
dc.type | Journal Contribution | - |
dc.identifier.epage | 1649 | - |
dc.identifier.issue | 10 | - |
dc.identifier.spage | 1627 | - |
dc.identifier.volume | 32 | - |
local.bibliographicCitation.jcat | A1 | - |
local.publisher.place | 2-4 PARK SQUARE, MILTON PARK, ABINGDON OX14 4RN, OXON, ENGLAND | - |
local.type.refereed | Refereed | - |
local.type.specified | Article | - |
dc.identifier.doi | 10.1080/09687599.2017.1365695 | - |
dc.identifier.isi | WOS:000415819000009 | - |
local.provider.type | - | |
local.uhasselt.uhpub | no | - |
local.uhasselt.international | no | - |
item.fullcitation | Griful-Freixenet, Júlia; STRUYVEN, Katrien; Verstichele, Meggie & Andries, Caroline (2017) Higher education students with disabilities speaking out: perceived barriers and opportunities of the Universal Design for Learning framework. In: Disability & society (Print), 32 (10) , p. 1627 -1649. | - |
item.contributor | Griful-Freixenet, Júlia | - |
item.contributor | STRUYVEN, Katrien | - |
item.contributor | Verstichele, Meggie | - |
item.contributor | Andries, Caroline | - |
item.fulltext | With Fulltext | - |
item.accessRights | Closed Access | - |
crisitem.journal.issn | 0968-7599 | - |
crisitem.journal.eissn | 1360-0508 | - |
Appears in Collections: | Research publications |
WEB OF SCIENCETM
Citations
75
checked on Jul 18, 2024
Page view(s)
24
checked on Sep 6, 2022
Download(s)
2
checked on Sep 6, 2022
Google ScholarTM
Check
Altmetric
Items in DSpace are protected by copyright, with all rights reserved, unless otherwise indicated.