EXAMINATION OF VIEWS OF TEACHERS OF GIFTED STUDENTS ON UNIVERSAL DESIGN FOR LEARNING

Authors

  • Hüseyin Kocasaraç Dr., Ministry of National Education General Directorate of Innovation and Educational Technologies, Ankara, Türkiye
  • Şahika Ünlü Dr., Ministry of National Education, Yenimahalle Science and Art Center, Ankara, Türkiye
  • Metin Aydın Principal, Ministry of National Education, Kıymet Necip Tesal Primary School, Ankara, Türkiye

DOI:

https://doi.org/10.46827/ejes.v12i3.5854

Keywords:

universal design for learning (UDL), science and art centre, teachers

Abstract

Universal Design for Learning (UDL), a contemporary educational approach, is recognized as a multidimensional and comprehensive framework for learning. Grounded in research across neuroscience, education, and technology, UDL has gained increasing scholarly attention in various countries. The primary objective of this study is to explore the perspectives of teachers working in Science and Art Centers in Ankara, Türkiye, regarding UDL. The study employs a phenomenological research design, a qualitative methodology, to capture participants' experiences and insights. Participants were selected using a combination of purposive sampling methods, specifically criterion sampling and snowball sampling. The study sample comprised teachers holding master’s and doctoral degrees. Semi-structured interviews were conducted with 21 postgraduate-educated teachers who voluntarily participated in the research. Qualitative data were analyzed using content analysis techniques to identify emerging themes. Findings indicate that teachers associate the contributions of the UDL approach to teaching and learning processes with the concepts of "flexibility and diversity," "equity and accessibility," and "motivation." Furthermore, teachers recommended the UDL approach to their colleagues as a means to enhance student achievement. Additionally, they expressed consensus on the potential benefits of UDL for the education of gifted students.

 

Article visualizations:

Hit counter

Author Biographies

  • Hüseyin Kocasaraç, Dr., Ministry of National Education General Directorate of Innovation and Educational Technologies, Ankara, Türkiye

    Hüseyin Kocasaraç (PhD) works at the General Directorate of Innovation and Educational Technologies of the Ministry of National Education of the Republic of Turkey. I am a teacher educator and a lifelong learner. I conduct scientific studies on Innovative Teacher, Innovative School, Innovative Education, Digital Tools in Education. Digital Education, Educational Technologies.

    ORCID: https://orcid.org/0000-0002-5846-9958

    E-mail: huseyinkocasarac@gmail.com

  • Şahika Ünlü, Dr., Ministry of National Education, Yenimahalle Science and Art Center, Ankara, Türkiye

    Şahika Ünlü (PhD)'s areas of work are program development, critical thinking, education of gifted individuals and teacher training. She has many academic studies in these areas, including national and international articles, books and projects. The author also has works in the field of children's literature. The author currently works as a classroom teacher at the Yenimahalle Science and Art Center affiliated with the Ministry of National Education.

    ORCID: https://orcid.org/0000-0003-1155-4490

    E-mail: sahikau@gmail.com

  • Metin Aydın, Principal, Ministry of National Education, Kıymet Necip Tesal Primary School, Ankara, Türkiye

    Metin Aydin, Principal at Kıymet Necip Tesal Primary School, an educator and researcher dedicated to innovative teaching and digital education. With a background in Educational Administration and Social Services, he has led and participated in numerous national and international projects, including TÜBİTAK 4006 Science Fairs, TÜBİTAK 4005 Data Visualization Techniques, and Erasmus+ KA101 and KA229 programs. As a project coordinator and trainer, he has contributed to various initiatives focused on technological skills, algorithmic thinking, disaster education, and the development of school culture.

    ORCID: https://orcid.org/0000-0001-8306-4867

    E-mail: metinaydinbilsem@gmail.com

References

Alquraini, T. A., & Rao, S. M. (2020). Assessing teachers’ knowledge, readiness, and needs to implement Universal Design for Learning in classrooms in Saudi Arabia. International Journal of Inclusive Education, 24(1), 103–114. https://doi.org/10.1080/13603116.2018.1452298

Altınpulluk, A. G. H. (2015). Usability of augmented reality within the framework of universal design principles in open and distance learning. Journal of Open Education Practices and Research, 1(1), 4–6. Retrieved from http://dx.doi.org/10.5944/openpraxis.12.2.1017

Arslan, A. (2017). Learning based on universal design and universally designed educational programs. Karaelmas Journal of Educational Sciences, 5(2), 328–334.

Bektaş, M., & Horzum, M. B. (2014). Authentic learning. Pegem Academy. Retrieved from https://files.eric.ed.gov/fulltext/EJ1294983.pdf

Bengtsson, M. (2021). How to plan and perform a qualitative study using content analysis. Nursing Plus Open, 2, 8–14. Retrieved from https://doi.org/10.1016/j.npls.2016.01.001

Burgstahler, S. (2009). Universal design in education: Principles and applications. Retrieved January 5, 2024, from http://files.eric.ed.gov/fulltext/ED506545.pdf

Burgstahler, S. (2011). Universal design: Implications for computing education. ACM Transactions on Computing Education, 11(3), 1–17. https://doi.org/10.1145/2037276.2037283

Capp, M. J. (2017). The effectiveness of universal design for learning: A meta-analysis of literature between 2013 and 2016. International Journal of Inclusive Education, 21(8), 791–807. https://doi.org/10.1080/13603116.2017.1325074

CAST. (2020). Universal design for learning guidelines. Retrieved from https://udlguidelines.cast.org

Chita-Tegmark, M., Gravel, J. W., Maria De Lourdes, B. S., Domings, Y., & Rose, D. H. (2012). Using the universal design for learning framework to support culturally diverse learners. Journal of Education, 192(1), 17–22. https://doi.org/10.1177/002205741219200104

Connell, B. R., Jones, M., Mace, R., Mueller, J., Mullick, A., Ostroff, E., & Vanderheiden, G. (1997). The principles of universal design (Version 2.0). Retrieved January 2, 2024, from https://www.ncsu.edu/ncsu/design/cud/about_ud/udprinciplestext.htm

Courey, S., Tappe, P., Siker, J., & LePage, P. (2013). Improved lesson planning with universal design for learning (UDL). Teacher Education and Special Education, 36, 7–27. https://doi.org/10.1177/0888406412446178

Ekiz, D. (2003). Introduction to research methods in education. Anı Publishing. Retrieved from https://atozpdfbooks.com/download/4922870-Introduction%20To%20Research%20Methods%20In%20Education

Evans, C., Williams, J. B., King, L., & Metcalf, D. (2010). Modeling, guided instruction, and application of UDL in a rural special education teacher preparation program. Rural Special Education Quarterly, 29(4), 41. https://doi.org/10.1177/875687051002900409

Franz, P. D., Ivy, J., & McKissick, B. R. (2016). Equity and access: All students are mathematical problem solvers. Clearing House, 89(2), 73–78. Retrieved from https://doi.org/10.1080/00098655.2016.1165167

Gökçe, O. (1995). Content analysis. Selçuk University Publications.

Hodges, C., Moore, S., Lockee, B., Trust, T., & Bond, A. (2020). The difference between emergency remote teaching and online learning. Educause Review, 27. Retrieved from https://er.educause.edu/articles/2020/3/the-difference-between-emergency-remote-teaching-and-online-learning

Howard, J. B. (2003). Universal design for learning: An essential concept for teacher education. Journal of Computing in Teacher Education, 19(4), 113–118. Retrieved from http://com.appolearning.files.s3.amazonaws.com/production/uploads/uploaded_file/ec1b9df9-e0fa-4e60-acd8-45d33f7da7d6/Howard-UDL.pdf

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. Retrieved from http://dx.doi.org/10.1177/0731948713507262

King-Sears, M. (2009). Universal design for learning: Technology and pedagogy. Learning Disability Quarterly, 32(4), 199–201. Retrieved from http://dx.doi.org/10.2307/27740372

Kitanosako, Y. S. (2012). Applying principles of universal design for learning to early elementary math classes in Japan: A case study (Doctoral dissertation). University of Kansas. Retrieved from https://kuscholarworks.ku.edu/entities/publication/1b13e1af-d469-47ef-b561-0f3e60655fea

Krippendorff, K. (2020). Content analysis: An introduction to its methodology. SAGE Publications. Retrieved from https://methods.sagepub.com/book/mono/content-analysis-4e/toc

Kumar, K. L., & Wideman, M. (2014). Accessible by design: Applying UDL principles in a first-year undergraduate course. The Canadian Journal of Higher Education, 44(1), 125. Retrieved from http://dx.doi.org/10.47678/cjhe.v44i1.183704

Kuuk, Ö. (2023). The effects of project-based learning supported by principles of universal design on students' motivation and 21st-century skills. (Unpublished doctoral dissertation). Bartın University, Bartın.

Mace, R. (1997). What is universal design? The Center for Universal Design. Retrieved November 19, 2024, from https://www.ncsu.edu/ncsu/design/cud

Mayring, P. (2021). Qualitative content analysis: Theoretical foundation, basic procedures, and software solutions. Beltz Verlag. Retrieved from https://www.researchgate.net/publication/266859800_Qualitative_content_analysis_-_theoretical_foundation_basic_procedures_and_software_solution

Meo, G. (2008). Curriculum planning for all learners: Applying universal design for learning (UDL) to a high school reading comprehension program. Preventing School Failure, 52(2), 21–30. https://doi.org/10.3200/PSFL.52.2.21-30

Meyer, A., Rose, D. H., & Gordon, D. T. (2014). Universal design for learning: Theory and practice. CAST Professional Publishing.

Ministry of National Education. (2017). Understand me: I have a gifted child (O. Kılıç & T. Bağrıaçık, Eds.). MEB Publications.

Ministry of National Education. (2019). Guidelines for science and art centers. Retrieved from https://orgm.meb.gov.tr

Ministry of National Education. (2023). Teacher selection and placement guide for science and art centers. Retrieved from https://orgm.meb.gov.tr

Nelson, L. L. (2014). Design and deliver: Planning and teaching using universal design for learning. Brookes Publishing Co. Retrieved from https://products.brookespublishing.com/Design-and-Deliver-P1237.aspx

Neuendorf, K. A. (2022). The content analysis guidebook. SAGE Publications. Retrieved from https://methods.sagepub.com/book/mono/the-content-analysis-guidebook-2e/toc

Novak, K. (2016). UDL now: A teacher’s guide to applying universal design for learning in today’s classrooms. CAST Professional Publishing. Retrieved from https://www.novakeducation.com/udl-now

Özmen, H., & Karamustafaoğlu, O. (Eds.). (2019). Research methods in education. Pegem Academy Publications.

Patton, M. Q. (2015). Qualitative research & evaluation methods. SAGE Publications. Retrieved from https://us.sagepub.com/en-us/nam/qualitative-research-evaluation-methods/book232962

Rao, K. (2015). Universal design for learning and multimedia technology: Supporting culturally and linguistically diverse students. Journal of Educational Multimedia and Hypermedia, 24, 121–137. Retrieved from https://www.researchgate.net/publication/283133330_Universal_design_for_learning_and_multimedia_technology_Supporting_culturally_and_linguistically_diverse_students

Rose, D. H., & Meyer, A. (2006). A practical reader in universal design for learning. Harvard Education Press. Retrieved from https://www.cast.org/resources/tips-articles/a-practical-reader-in-universal-design-for-learning/

Smith, T., & Harvey, L. (2021). Implementing UDL in Australian classrooms. Journal of Inclusive Education, 14(3), 45–60.

Swanborn, P. (2010). Case study research: What, why and how? SAGE Publications. Retrieved from https://methods.sagepub.com/book/mono/case-study-research-what-why-how/toc

Tekindal, S. (2021). Quantitative, qualitative, and mixed methods research designs and statistics. Nobel Publishing.

Turan, F., Yildiz, M., & Demir, S. (2022). Inclusive education with UDL principles. Journal of Education and Science, 47(2), 123–134.

Vaismoradi, M., & Snelgrove, S. (2021). Theme analysis in qualitative content analysis and thematic analysis. Forum Qualitative Sozialforschung, 22(3). Retrieved from https://doi.org/10.17169/fqs-20.3.3376

Downloads

Published

2025-03-04

Issue

Vol. 12 No. 3 (2025)

Section

Articles

License

Authors who publish with this journal agree to the following terms:

Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.

Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.

Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).