UNIVERSAL DESIGN FOR LEARNING AND SELF-DETERMINATION. A SYSTEMATIC REVIEW ON EDUCATIONAL PRACTICES FOR STUDENTS WITH DISABILITIES

Rosa Sgambelluri, Francesca Placanica

Abstract


The Universal Design for Learning (UDL) framework fosters inclusive education and promotes self-determination in students with disabilities. This systematic review, conducted according to PRISMA guidelines, analyzed empirical studies on UDL's impact. Results show that UDL enhances autonomy, self-efficacy, and active participation, supporting resilient learner identities and highlighting the need for longitudinal research.


Keywords


Universal Design for Learning, Self-Determination, Disabilities, Students, Systematic Review.

Full Text:

PDF

References


Bateman, K., Wilson, S. E., Matthews, K., Gauvreau, A., Gucwa, M., Therrien, W. J., Nevill, R., & Mazurek, M. (2022). Keeping teachers engaged during non-instructional times: An analysis of the effects of a naturalistic intervention.

Canevaro A., D’Alessio S., Ianes D. (2022). Dalla scuola al lavoro. Verso una realtà inclusiva. Trento: Erickson.

CAST. (2011). Universal Design for Learning Guidelines version 2.0. Wakefield, MA: Author.

CAST (2018). Universal Design for Learning Guidelines Version 2.2, Author. Da., Wakefield, MA.

Cologon, K. (2024). “But Marley Can’t Play Up Here!” Children Designing Inclusive and Sustainable Playspaces through Practitioner Research. Sustainability, 16(15), 6626.)

Cottini L. (2016). L’autodeterminazione nelle persone con disabilità: Percorsi educativi per svilupparla. Trento: Erickson.

Daley, S. G., Hillaire, G., & Sutherland, L. M. (2016). Beyond performance data: Improving student help seeking by collecting and displaying influential data in an online middle-school science curriculum. British Journal of Educational Technology, 47(1), 121–134.

D’Alonzo L. (2018). Pedagogia speciale per l’inclusione. Brescia: Morcelliana.

Hammersley, M. (2002). Systematic or unsystematic: Is that the question? Some reflections on the science, art, and politics of reviewing research evidence. Public Health Evidence Steering Group of the Health Development Agency.

Harper, K. A., Kurtzworth-Keen, K., & Marable, M. A. (2017). Assistive technology for students with learning disabilities: A glimpse of the livescribe pen and its impact on homework completion. Education and Information Technologies, 22, 2471-2483.

Hitchcock, C. H., Rao, K., Chang, C. C., & Yuen, J. W. (2016). TeenACE for science: Using multimedia tools and scaffolds to support writing. Rural Special Education Quarterly, 35(2), 10-23.

Ghirotto, L. (2020). La systematic review nella ricerca qualitativa. Metodi e strategie. Roma: Carocci.

Giraldo Martínez, Z. L., & Ramos Carvajal, S. A. (2021). Teaching English online to students with autism spectrum disorder and Down syndrome during the COVID-19 pandemic. Íkala, Revista de Lenguaje y Cultura, 26(3), 715-730.

Katz, J. (2016). 4. EFFECTS OF THE THREE-BLOCK MODEL OF UDL ON INCLUSIVE TEACHING. Journal of Research in Special Educational Needs, 16.

Kennedy, M. J., Thomas, C. N., Meyer, J. P., Alves, K. D., & Lloyd, J. W. (2014). Using evidence-based multimedia to improve vocabulary performance of adolescents with LD: A UDL approach. Learning Disability Quarterly, 37(2), 71-86.

Marino, M. T., Gotch, C. M., Israel, M., Vasquez III, E., Basham, J. D., & Becht, K. (2014). UDL in the middle school science classroom: Can video games and alternative text heighten engagement and learning for students with learning disabilities?. Learning Disability Quarterly, 37(2), 87-99.

Methley, A. M., Campbell, S., Chew-Graham, C., McNally, R., & Cheraghi-Sohi, S. (2014). PICO, PICOS and SPIDER: a comparison study of specificity and sensitivity in three search tools for qualitative systematic reviews. BMC health services research, 14(1), 1-10.

Montgomery, D. P., & Snow, K. (2024). Supporting Students with Diverse Learning Needs Using Universal Design for Learning in Online Learning: Voice of the Students. Journal of Teaching and Learning, 18(2), 55-72.

Moher, D., Liberati, A., Tetzlaff, J., Altman, D. G., & Prisma Group. (2010). Preferred reporting items for systematic reviews and meta-analyses: the PRISMA statement. International journal of surgery, 8(5), 336-341.

Nasri, N., Rahimi, N. M., Nasri, N. M., & Talib, M. A. A. (2021). A comparison study between universal design for learning-multiple intelligence (Udl-mi) oriented stem program and traditional Stem program for inclusive education. Sustainability, 13(2), 554.

Noblit, G. W., & Hare, R. D. (1988). Meta-ethnography: Synthesizing qualitative studies (Vol. 11). Sage.

Petticrew, M., & Roberts, H. (2008). Systematic reviews in the social sciences: A practical guide. John Wiley & Sons.

Sgambelluri R. (2020). Dall'ICF all'Universal Design for Learning: Itinerari didattici e prospettive inclusive. Roma: Anicia.

Sandelowski, M., Barroso, J., & Voils, C. I. (2007). Using qualitative metasummary to synthesize qualitative and quantitative descriptive findings. Research in nursing & health, 30(1), 99-111.

Thomas, E. R., Lembke, E. S., & Gandhi, A. G. (2023). Universal design for learning within an integrated multitiered system of support. Learning Disabilities Research & Practice, 38(1), 57-69.

Yavuzarslan, H., & Arslan, A. (2020). Usage of universal design for learning in mathematic course.




DOI: https://doi.org/10.32043/gsd.v9i1.1383

Refbacks

  • There are currently no refbacks.


Copyright (c) 2025 ITALIAN JOURNAL OF HEALTH EDUCATION, SPORT AND INCLUSIVE DIDACTICS

Creative Commons License
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.

Italian Journal of Health Education, Sports and Inclusive Didactics 
ISSN printed: 2532-3296