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Towards a More Inclusive University - Supporting Teachers Through Universal Design for Learning

Rydeman, Bitte LU ; Eftring, Håkan LU and Hedvall, Per Olof LU (2018) In Studies in Health Technology and Informatics 256. p.98-106
Abstract

The diversity among Swedish university students is steadily increasing. The students have different backgrounds, experiences, interests, learning styles and abilities. Also, there are more students with disabilities at Swedish universities, especially invisible disabilities. Teachers need to adapt their teaching and curricula, and can no longer wait to do this until they spot a student with diverse learning preferences. Universal Design for Learning (UDL) is an approach to make a university more inclusive, by increasing the flexibility of how students can take in information, express their knowledge and be motivated in learning. Seven key persons at a Swedish university took part in focus group interviews about their views and... (More)

The diversity among Swedish university students is steadily increasing. The students have different backgrounds, experiences, interests, learning styles and abilities. Also, there are more students with disabilities at Swedish universities, especially invisible disabilities. Teachers need to adapt their teaching and curricula, and can no longer wait to do this until they spot a student with diverse learning preferences. Universal Design for Learning (UDL) is an approach to make a university more inclusive, by increasing the flexibility of how students can take in information, express their knowledge and be motivated in learning. Seven key persons at a Swedish university took part in focus group interviews about their views and experiences of diversity and inclusion. They represented key administrative and pedagogical functions, as well as a student organisation and learning support for students with disabilities. Qualitative content analysis of the interviews resulted in 10 themes: a) Attitudes and treatment b) Accessibility and participation c) Knowledge and competence d) Support and resources e) System and processes f) Organisation g) Teachers and education h) Students and student organisations i) Actions and solutions j) Future work. Conclusions: While the university has good support for students, more support for teachers is needed. Thus, the next step will be the development of a course module for teachers to be included in a regular pedagogical development course for teachers at the university. Furthermore, there is a need for more knowledge about inclusive student activities, taking place outside of lecture rooms.

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author
organization
publishing date
type
Contribution to journal
publication status
published
subject
keywords
accessibility, higher education, inclusion, participation, Universal Design for Learning
in
Studies in Health Technology and Informatics
volume
256
pages
9 pages
publisher
IOS Press
external identifiers
  • scopus:85055613439
ISSN
0926-9630
DOI
10.3233/978-1-61499-923-2-98
language
English
LU publication?
yes
id
809ee35c-2345-4c3e-8ba4-78b37558d165
date added to LUP
2018-11-20 13:16:01
date last changed
2019-02-20 11:36:53
@article{809ee35c-2345-4c3e-8ba4-78b37558d165,
  abstract     = {<p>The diversity among Swedish university students is steadily increasing. The students have different backgrounds, experiences, interests, learning styles and abilities. Also, there are more students with disabilities at Swedish universities, especially invisible disabilities. Teachers need to adapt their teaching and curricula, and can no longer wait to do this until they spot a student with diverse learning preferences. Universal Design for Learning (UDL) is an approach to make a university more inclusive, by increasing the flexibility of how students can take in information, express their knowledge and be motivated in learning. Seven key persons at a Swedish university took part in focus group interviews about their views and experiences of diversity and inclusion. They represented key administrative and pedagogical functions, as well as a student organisation and learning support for students with disabilities. Qualitative content analysis of the interviews resulted in 10 themes: a) Attitudes and treatment b) Accessibility and participation c) Knowledge and competence d) Support and resources e) System and processes f) Organisation g) Teachers and education h) Students and student organisations i) Actions and solutions j) Future work. Conclusions: While the university has good support for students, more support for teachers is needed. Thus, the next step will be the development of a course module for teachers to be included in a regular pedagogical development course for teachers at the university. Furthermore, there is a need for more knowledge about inclusive student activities, taking place outside of lecture rooms.</p>},
  author       = {Rydeman, Bitte and Eftring, Håkan and Hedvall, Per Olof},
  issn         = {0926-9630},
  keyword      = {accessibility,higher education,inclusion,participation,Universal Design for Learning},
  language     = {eng},
  pages        = {98--106},
  publisher    = {IOS Press},
  series       = {Studies in Health Technology and Informatics},
  title        = {Towards a More Inclusive University - Supporting Teachers Through Universal Design for Learning},
  url          = {http://dx.doi.org/10.3233/978-1-61499-923-2-98},
  volume       = {256},
  year         = {2018},
}