How Knowledgeable are Graphic Design Faculties about the Universal Design for Learning Framework? Evidence from selected Technical Universities in Ghana

Opoku-Asare, Nana A.A.; A. Dake, Dennis; Kquofi, Steve; Nabang, Macharious; Awinzeligo, Harold M.; Bukari, Musah

doi:10.69648/NOWZ6877

Апстракт

Although there is a preponderance of evidence in support of the fact that Universal Design for Learning remains one of the most ideal educational frameworks for addressing leaner variability, research into the knowledge base of educators regarding the phenomenon in the Ghanaian context has rather been limited. This study was aimed at assessing the knowledge levels of Graphic Design Faculties (GDFs) about the Universal Design for Learning Framework (UDL) across selected Technical Universities in Ghana. Driven quantitatively and operationalised as a simple descriptive survey, an accessible population of 61 GDFs responded to a four-point rating scale, which measured their knowledge levels in terms of their beliefs and understandings of general and specific fundamental concepts about UDL. However, data from only 51 usable copies were analysed and concluded for the study. The indication from the findings were that the GDFs in general held average or medium knowledge levels about UDL (MM =2.521), with 43.7% of the sample recording average or medium knowledge, 25% with high knowledge, and the remaining 31.3% reported low or limited knowledge about UDL. The study yielded an urgent need to, among other interventions, develop UDL resource packs as well as provide UDL-focused continuous faculty development and training programmes by the universities to compensate for the knowledge gaps in the short to medium terms.

Клучни зборови

Референци

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Alquraini, T.A. & Rao, S.M. (2020. Assessing teachers’ knowledge, readiness, and needs to implement
Universal Design for Learning in classrooms in Saudi Arabia. International Journal of Inclusive Education, 24(1), pp.103-114.
Anstead, M.E.J. (2016). Teachers perceptions of barriers to universal design for learning. Doctoral dissertation, Walden University.
Areekkuzhiyil, S. (2022). Universal Design Learning. Edutracks, Hyderabad, 21(5).
Banes, D., Hayes, A., Kurz, C. & Kushalnagar, R. (2019). Using information communications technologies (ICT) to implement universal design for learning (UDL).
Baucham, M.S. (2020). A transcendental phenomenological study of faculty use of Universal Design for Learning that includes multiple means of expression while teaching online general education courses at a technical college.
Behling, K.T., & Tobin, T.J. (2018). Reach everyone, teach everyone: Universal design for learning in higher education. West Virginia University Press.
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Commonwealth University.
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Teaching, 41(2), pp.119-141
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Dalton, E.M. (2017). Beyond Universal Design for Learning: Guiding Principles to Reduce Barriers to Digital & Media Literacy Competence. Journal of Media Literacy Education, 9(2), pp.17-29. https://doi.org/10.23860/jmle-2019-09-02-02
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Deku, P. (2017). Application of Universal Design in Early Childhood Education Environments: A Model for Facilitating Inclusion of Children with Disabilities in Ghana. European Journal of Special Education Research, 2(6): 60-78
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Dolan, J.E. (2016). Splicing the divide: A review of research on the evolving digital divide among
K–12 students. Journal of Research on Technology in Education, 48(1), pp.16-37.
Edwards-Hudson, N. (2022). Instructional Equity: Leveraging Universal Design for Learning to Address the Barrier of Race. Doctoral dissertation. Houston Baptist University.
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Review, 83(1), pp.98-119.
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[1] Al-Azidiyenn, N.J., Mei, L. & Fook, F. S. (2010). Teachers’ attitudes and levels of technology use in classrooms: The case of Jordan schools. International Education Studies, 3(2), 211-218. https://doi.org/10.5539/ies.v3n2p211

[2] Almumen, H.A. (2020). Universal design for learning (UDL) across cultures: The application of UDL in Kuwaiti inclusive classrooms. Sage Open, 10(4), p.2158244020969674. https://doi.org/10.1177/2158244020969674

[3] Alquraini, T.A. & Rao, S.M. (2020. Assessing teachers’ knowledge, readiness, and needs to implement

[4] Universal Design for Learning in classrooms in Saudi Arabia. International Journal of Inclusive Education, 24(1), pp.103-114.

[5] Anstead, M.E.J. (2016). Teachers perceptions of barriers to universal design for learning. Doctoral dissertation, Walden University.

[6] Areekkuzhiyil, S. (2022). Universal Design Learning. Edutracks, Hyderabad, 21(5).

[7] Banes, D., Hayes, A., Kurz, C. & Kushalnagar, R. (2019). Using information communications technologies (ICT) to implement universal design for learning (UDL).

[8] Baucham, M.S. (2020). A transcendental phenomenological study of faculty use of Universal Design for Learning that includes multiple means of expression while teaching online general education courses at a technical college.

[9] Behling, K.T., & Tobin, T.J. (2018). Reach everyone, teach everyone: Universal design for learning in higher education. West Virginia University Press.

[10] Berquist, E., & Dalton, E. (2016). UDL in Higher Education: Getting Started!. In Society for Information

[11] Technology & Teacher Education International Conference (pp. 1844-1848). Association for the Advancement of Computing in Education (AACE).

[12] Best, K.W. (2016). Understanding the impact of a global universal design for learning (UDL) virtual classroom on Jamaican educators through the lens of how people learn (HPL). Virginia

[13] Commonwealth University.

[14] Blackwell, C.K., Lauricella, A.R., & Wartella, E. (2014). Factors influencing digital technology use in early childhood education. Computers & Education, 77, pp.82-90. https://doi.org/10.1016/j.compedu.2014.04.013

[15] Bouck, E.C. (2010). Technology and students with disabilities: Does it solve all the problems. In Current issues and trends in special education: Research, technology, and teacher preparation https://doi.org/10.1108/s0270-4013(2010)0000020009

[16] (Vol. 20, pp. 91-104). Emerald Group Publishing Limited.

[17] Brand, B.R., & Glasson, G.E. (2004). Crossing cultural borders into science teaching: Early life experiences, racial and ethnic identities, and beliefs about diversity. Journal of Research in Science Teaching: The Official Journal of the National Association for Research in Science https://doi.org/10.1002/tea.10131

[18] Teaching, 41(2), pp.119-141

[19] Braun, A.M., & Okwako-Riekkola, B. (2018). Ujamaa and Universal Design: Developing sustainable tactile curricular materials in rural Tanzania. Disability, CBR & Inclusive Development, 29(2), pp.128-136.

[20] Buckland Parker, H. (2013). Learning starts with design: Higher education faculty explore the use of universal design for learning (UDL) to address the needs of all students.

[21] Burgstahler, S. (2020). Creating inclusive learning opportunities in higher education: A universal design toolkit (pp. 47-48). Cambridge, MA: Harvard Education Press.

[22] Canter, L.L.S., King, L.H., Williams, J.B., Metcalf, D., & Potts, K.R.M. (2017). Evaluating pedagogy and practice of universal design for learning in public schools. Exceptionality Education https://doi.org/10.5206/eei.v27i1.7743

[23] International, 27(1).

[24] CAST. (2018). Universal design for learning guidelines (version 2.2). Available at: http://udl guidelines. cast.org [Accessed on October, 2019]

[25] Chen, H., Evans, D., & Luu, B. (2023). Moving towards inclusive education: Secondary school teacher attitudes towards universal design for learning in Australia. Australasian Journal of Special and Inclusive Education, 47(1), pp.1-13. https://doi.org/10.1017/jsi.2023.1

[26] Chiwandire, D. (2019). Universal Design for Learning and disability inclusion in South African https://doi.org/10.29086/2519-5476/2019/sp27a1

[27] Higher Education Curriculum. Alternation, 27.

[28] Clyne, C.S. (2021). Modelling Universal Design for Learning to faculty as learners developing engaging educators. Doctoral dissertation. University of Northern British Columbia. https://doi.org/10.24124/2021/59150

[29] Courtad, C.A. (2019). Making your classroom smart: Universal design for learning and technology. https://doi.org/10.1007/978-981-13-8260-4_44

[30] In Smart education and e-learning 2019 (pp. 501-510). Springer Singapore.

[31] Craig, S.L., Smith, S.J., & Frey, B.B. (2022). Professional development with universal design for learning: supporting teachers as learners to increase the implementation of UDL. Professional

[32] Development in Education, 48(1), pp.22-37.

[33] Creswell, J.W. (2009). Mapping the field of mixed methods research. Journal of mixed methods research, 3(2), pp.95-108.

[34] Dallas, B.K., Sprong, M.E., & Kluesner, B.K. (2016). Multiuniversity comparison of faculty attitudes and use of universal design instructional techniques. Rehabilitation Research, Policy, and Education, 30(2), pp.148-160. https://doi.org/10.1891/2168-6653.30.2.148

[35] Dallas, B.K., Upton, T.D., & Sprong, M.E. (2014). Post-secondary faculty attitudes toward inclusive teaching strategies. Journal of rehabilitation, 80(2), p.12.

[36] Dalton, E.M. (2017). Beyond Universal Design for Learning: Guiding Principles to Reduce Barriers to Digital & Media Literacy Competence. Journal of Media Literacy Education, 9(2), pp.17-29. https://doi.org/10.23860/jmle-2019-09-02-02

[37] Davies, P.L., Schelly, C.L., & Spooner, C.L. (2013). Measuring the effectiveness of Universal Design for Learning intervention in postsecondary education. Journal of Postsecondary Education and Disability, 26(3), pp.195-220.

[38] Deku, P. (2017). Application of Universal Design in Early Childhood Education Environments: A Model for Facilitating Inclusion of Children with Disabilities in Ghana. European Journal of Special Education Research, 2(6): 60-78

[39] Dempsey, A.M., Hunt, E., Lone, M., & Nolan, Y.M. (2023). Awareness of Universal Design for Learning among anatomy educators in higher level institutions in the Republic of Ireland and United Kingdom. Clinical Anatomy, 36(1), pp.137-150.

[40] Dolan, J.E. (2016). Splicing the divide: A review of research on the evolving digital divide among

[41] K–12 students. Journal of Research on Technology in Education, 48(1), pp.16-37.

[42] Edwards-Hudson, N. (2022). Instructional Equity: Leveraging Universal Design for Learning to Address the Barrier of Race. Doctoral dissertation. Houston Baptist University.

[43] Edyburn, D.L. (2010). Would you recognize universal design for learning if you saw it? Ten propositions for new directions for the second decade of UDL. Learning Disability Quarterly, 33(1), pp.33-41. https://doi.org/10.1177/073194871003300103

[44] Ertmer, P.A. (2005). Teacher pedagogical beliefs: The final frontier in our quest for technology integration?. Educational technology research and development, 53(4), pp.25-39. https://doi.org/10.1007/bf02504683

[45] Ertmer, P.A., Ottenbreit-Leftwich, A.T., Sadik, O., Sendurur, E., & Sendurur, P. (2012). Teacher beliefs and technology integration practices: A critical relationship. Computers & education, 59(2), pp.423-435. https://doi.org/10.1016/j.compedu.2012.02.001

[46] Evmenova, A. (2018). Preparing teachers to use universal design for learning to support diverse learners. Journal of Online Learning Research, 4(2), pp.147-171. https://doi.org/10.70725/806763ugjaeu

[47] Gay, L., Mills, G., & Airasian, P. (2006). Educational Research: Competences for Analysis and Applications. New Jersey: Pearson Education, Inc.

[48] Glass, D., Meyer, A., & Rose, D. (2013). Universal design for learning and the arts. Harvard Educational https://doi.org/10.17763/haer.83.1.33102p26478p54pw

[49] Review, 83(1), pp.98-119.

[50] Goodwin, L.D. (2002). Changing conceptions of measurement validity: an update on the new standards. Journal of Nursing Education, 41(3), pp.100-106. https://doi.org/10.3928/0148-4834-20020301-05

[51] Griful-Freixenet, J., Struyven, K., & Vantieghem, W. (2021a). Toward more inclusive education: an empirical test of the universal design for learning conceptual model among preservice teachers. Journal of Teacher Education, 72(3), pp.381-395. https://doi.org/10.1177/0022487120965525

[52] Griful-Freixenet, J., Struyven, K., & Vantieghem, W. (2021b). Exploring pre-service teachers’ beliefs and practices about two inclusive frameworks: Universal Design for Learning and differentiated instruction. Teaching and Teacher Education, 107, p.103503. https://doi.org/10.1016/j.tate.2021.103503

[53] Hair, J.F., Black, W.C., Babin, B.J., Anderson, R.E., & Tatham, R.L. (7th Ed.). (2010). Multivariate data analysis. Upper Saddle River, NJ, USA: Prentice-Hall, Inc.