Universal Design for Learning in Deaf Education Contexts: A Scoping Review.
The authors performed a scoping review using a five-stage methodological framework (Arksey & O'Malley, 2005; Levac et al. 2010) to map the nature and extent of the literature regarding universal design for learning (UDL) in deaf education contexts. UDL is a well-established framework that provides a...
| Publicado en: | American Annals of the Deaf Vol. 167; no. 4; pp. 1 - 16 |
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| Autores principales: | , |
| Formato: | research systematic review tables/charts Journal Article |
| Publicado: |
American Annals of the Deaf
Fall2022
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=160871962&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 160871962 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 0002726X AOD jtl: American Annals of the Deaf issn: 0002726X maglogo: N pubinfo: dt: Fall2022 vid: 167 iid: 4 pid: 2466 pub: American Annals of the Deaf place: Washington, District of Columbia artinfo: ui: 160871962 160871962 160871962 10.1353/aad.2022.0045 160871962 ppf: 1 ppct: 15 formats: fmt: – @attributes: type: T – @attributes: type: P tig: atl: Universal Design for Learning in Deaf Education Contexts: A Scoping Review. aug: au: Brandt, Sarah E. Szarkowski, Amy sug: subj: Deaf Education Teaching Methods Educational Technology Learning Methods Models, Educational Human Male Female Child Scoping Review ERIC Database Hearing Disorders Curriculum Communication Peer Review Child: 6-12 years Male Female ab: The authors performed a scoping review using a five-stage methodological framework (Arksey & O'Malley, 2005; Levac et al. 2010) to map the nature and extent of the literature regarding universal design for learning (UDL) in deaf education contexts. UDL is a well-established framework that provides actionable recommendations for developing instruction. The review revealed that high-quality investigations of UDL in deaf education are limited; only three articles met criteria for inclusion, though excluded articles were also examined for themes. The analysis showed that despite global interest in studying UDL through a variety of methods, more research is needed that applies this framework explicitly throughout study design, analysis, and discussion rather than just within the framing. Given its inclusion in federal educational policy, it is critical that scholars and educators examine how UDL can support educators in the design and implementation of impactful instruction for deaf learners. pubtype: Academic Journal doctype: research systematic review tables/charts Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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