Students with Disabilities' Estimation and their Educational Experiences for Applying the Principles of the Universal Design for Learning Model at Yarmouk University

Authors

DOI:

https://doi.org/10.35516/edu.v50i3.2500

Keywords:

Students with disabilities, universal design for learning, higher education

Abstract

Objectives: The current study aims at identifying students with disabilities' estimation of educational experiences according to the application of Universal Design for Learning principles at Yarmouk University.

Methods: The study employed a mixed-design approach to assess students with disabilities' perceptions of Universal Design for Learning principles. The scale had 39 items and was administered to 121 purposefully selected students with disabilities. Additionally, four students participated in semi-structured interviews. A five-point Likert scale (ranging from strongly agree to strongly disagree) was used, with the following criteria: low level (1-2.33), medium level (2.34-3.67), and high level (3.68-5) to assess students' estimations based on item responses and total scores.

Results: The results showed that the degree of students with disabilities' estimation of applying the Universal Design for Learning principles at Yarmouk University was medium (2.87). The results also indicated that there were no significant differences at the level of significance (α≤0.05) in the students' estimation degree due to the study variable (gender, level of study, type of disability, college). The results also showed that the educational experiences of students with disabilities at Yarmouk University were varied. Still, in general, most of these students were satisfied with the quality of public services provided at the university.

Conclusions: Universal Design for Learning principles are a critical component of any educational system that should be included within the faculty preparation programs and implemented effectively in planning and designing educational services for students with disabilities in higher education institutions.

Downloads

Download data is not yet available.

References

Black, R. D., Weinberg, L. A., & Brodwin, M. G. (2015). Universal Design for Learning and Instruction: Perspectives of Students with Disabilities in Higher Education. Exceptionality Education International, 25(2), 1–26.

Dalton, E. M., Lyner-Cleophas, M., Ferguson, B. T., & McKenzie, J. (2019). Inclusion, universal design, and universal design for learning in higher education: South Africa and the United States. African Journal of Disability, 8. https://doi.org/10.4102/ajod.v8i0.519

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), 33–41. https://doi.org/10.1177/073194871003300103

Griful-Freixenet, J., Struyven, K., Verstichele, M., & Andries, C. (2017). Higher education students with disabilities speaking out: Perceived barriers and opportunities of the Universal Design for Learning framework. Disability & Society, 32(10), 1627–1649. https://doi.org/10.1080/09687599.2017.1365695

Hatley, M. (2011). What books don't tell you: Teacher-eye-view of universal design for learning and the implementation process (Doctoral dissertation, Loyola University Chicago). https://ecommons.luc.edu/luc_diss/42

Heale, R., & Twycross, A. (2018). What is a case study? Evidence-Based Nursing, 21(1), 7–8. https://doi.org/10.1136/eb-2017-102845

Horn, L., Nevill, S., & Griffith, J. (2006). Profile of Undergraduates in US Postsecondary Education Institutions, 2003-04: With a Special Analysis of Community College Students. Statistical Analysis Report. NCES 2006-184. National Center for Education Statistics. https://eric.ed.gov/?id=ED491908

Hromalik, C. D., Myhill, W. N., Ohrazda, C. A., Carr, N. R., & Zumbuhl, S. A. (2021). Increasing Universal Design for Learning knowledge and application at a community college: The Universal Design for Learning Academy. International Journal of Inclusive Education, 1–16. https://doi.org/10.1080/13603116.2021.1931719

Izzo, M. V. (2012). Universal Design for Learning: Enhancing Achievement of Students with Disabilities. Procedia Computer Science, 14, 343–350. https://doi.org/10.1016/j.procs.2012.10.039

Kisanga, S. E. (2017). Educational barriers of students with sensory impairment and their coping strategies in Tanzanian higher education institutions. Nottingham Trent University (United Kingdom). http://irep.ntu.ac.uk/id/eprint/31873/

Mayer, R. E., Fennell, S., Farmer, L., & Campbell, J. (2004). A Personalization Effect in Multimedia Learning: Students Learn Better When Words Are in Conversational Style Rather Than Formal Style. Journal of Educational Psychology, 96(2), 389–395. https://doi.org/10.1037/0022-0663.96.2.389

Meyer, A., & Rose, D. H. (2000). Universal Design for Individual Differences. Educational Leadership, 58(3), 39–43.

Root, J. R., Cox, S. K., Saunders, A., & Gilley, D. (2020). Applying the Universal Design for Learning Framework to Mathematics Instruction for Learners with Extensive Support Needs. Remedial and Special Education, 41(4), 194–206. https://doi.org/10.1177/0741932519887235

Rose, D. (2000). Universal Design for Learning. Journal of Special Education Technology, 15(3), 45–49. https://doi.org/10.1177/016264340001500307

Saldaña, J. (2021). The coding manual for qualitative researchers. (4th ed.). SAGE Publishing Inc.

Shaw, S. F., Keenan, W. R., Madaus, J. W., & Banerjee, M. (2010). Disability Documentation, the Americans with Disabilities Act Amendments Act, and the Summary of Performance: How are they linked? Journal of Postsecondary Education and Disability, 22(3), 142–150

Tomas, V., Solomon, P., Hamilton, J., & Campbell, W. (2021). Engaging Clinicians and Graduate Students in the Design and Evaluation of Educational Resources about Universal Design for Learning. Canadian Journal of Speech-Language Pathology and Audiology, 45, 59–75.

World Health Organization. (2001). International Classification of Functioning, Disability and Health (ICF). https://www.who.int/standards/classifications/international-classification-of-functioning-disability-and-health

Downloads

Published

2023-10-23

How to Cite

Alodat, A., & Al-Gharaibeh , S. (2023). Students with Disabilities’ Estimation and their Educational Experiences for Applying the Principles of the Universal Design for Learning Model at Yarmouk University. Dirasat: Educational Sciences, 50(3), 406–421. https://doi.org/10.35516/edu.v50i3.2500

Issue

Section

Articles
Received 2022-09-28
Accepted 2023-02-06
Published 2023-10-23