Teachers’ and Students’ Beliefs Towards Universal Design for Learning Framework: A Scoping Review
Chen Han and
Jianghua Lei
SAGE Open, 2024, vol. 14, issue 3, 21582440241272032
Abstract:
Recently, promoting inclusive education has become the central initiative for governments worldwide. The Universal Design for Learning (UDL) framework has been developed to address students’ differences and meet their learning needs. Although some literature has examined the effectiveness of the UDL framework in teaching practices, little research has explored teachers’ and students’ beliefs toward the UDL framework. This study used a scoping review methodology to locate previous studies about teachers’ and students’ beliefs regarding the UDL framework published in peer-reviewed journals in the past 10 years (2014–2023). The data analysis conceptualized three themes and indicated that most teachers and students held positive beliefs toward the UDL framework and thought that the UDL framework could support inclusive practices. However, some barriers, such as teachers’ misconceptions, inflexible curriculum, and inadequate professionals, influenced teachers’ implementation of the UDL framework. The implications for future research and the recommendations for teachers’ practices and professional development are also provided.
Keywords: Universal Design for Learning (UDL); teacher beliefs; student beliefs; inclusive education; scoping review (search for similar items in EconPapers)
Date: 2024
References: View references in EconPapers View complete reference list from CitEc
Citations:
Downloads: (external link)
https://journals.sagepub.com/doi/10.1177/21582440241272032 (text/html)
Related works:
This item may be available elsewhere in EconPapers: Search for items with the same title.
Export reference: BibTeX
RIS (EndNote, ProCite, RefMan)
HTML/Text
Persistent link: https://EconPapers.repec.org/RePEc:sae:sagope:v:14:y:2024:i:3:p:21582440241272032
DOI: 10.1177/21582440241272032
Access Statistics for this article
More articles in SAGE Open
Bibliographic data for series maintained by SAGE Publications ().