Promoting independence for learners who are deafdisabled: Designing instruction with universal design for learning

ABSTRACT

Universal design for learning (UDL)-an instructional design framework that promotes expert learning by promoting accessibility and reducing of barriers to learning-is gaining momentum on the global stage. However, UDL implementations with deaf or deafdisabled learners remain limited. This study examined how UDL enabled educators of deafdisabled learners to design instruction that promoted independence. This study asked, (1) What patterns emerged when teachers used UDL to design instruction for deafdisabled students? and (2) How did teachers of deafdisabled students use UDL to promote learner-centered skills and independence? Following a UDL training, teachers designed, implemented, and reflected on a UDL-based lesson. Results indicate that the use of teacher-driven guidelines was impacted by characteristics of the students, teacher, and lesson. While teachers noted the importance of learner-driven guidelines, they experienced challenges that limited implementation. This study illustrates how instruction targeting learner-driven UDL guidelines can promote independence in students who are deafdisabled. Findings indicate that engaging in additional teacher education and research is key to ensuring educators of deafdisabled learners have opportunities to develop the knowledge and skill to understand and apply UDL.

KEYWORDS:

• Deafdisabled
• deaf
• disability
• universal design for learning
• independence
• instructional design

Disclosure statement

No potential conflict of interest was reported by the author(s).

Additional information

Notes on contributors

Sarah E. Brandt

Sarah Brandt, EdD, is passionate about connecting research and practice in support of learners who are deaf or deafdisabled, along with their families and the professionals who support them. Dr. Brandt's work focuses on curriculum and instruction, universal design for learning, and educational technology, as well as the design, implementation, and evaluation of professional learning for those who support and care for learners who are deaf or deafdisabled.