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Universal Design for Learning (UDL) is an educational framework based on research in the learning sciences, including cognitive neuroscience, that guides the development of flexible learning environments that can accommodate individual learning differences.〔Rose, DH, & Meyer, A (2002) ''Teaching Every Student in the Digital Age: Universal Design for Learning'' Alexandria, VA: ASCD.〕 Recognizing that the way individuals learn can be unique, the UDL framework, first defined by David H. Rose, Ed.D. of the Harvard Graduate School of Education and the Center for Applied Special Technology(CAST) in the 1990s,〔Orkwis, R, & McLane, K (1998). A curriculum every student can use: Design principles for student access. ERIC/OSEP Topical Brief No. ED423654. Reston, VA: ERIC/OSEP Special Project.〕 calls for creating curriculum from the outset that provides: * ''Multiple means of representation'' to give learners various ways of acquiring information and knowledge, * ''Multiple means of expression'' to provide learners alternatives for demonstrating what they know, and * ''Multiple means of engagement'' to tap into learners' interests, challenge them appropriately, and motivate them to learn.〔Rose & Meyer, 2002, p. 75;〕〔CAST (2008) Universal design for learning guidelines 1.0. Wakefield, MA: CAST. Retrieved July 1, 2008 from http://www.cast.org/publications/UDLguidelines/version1.html〕 Curriculum, as defined in the UDL literature, has four parts: instructional goals, methods, materials, and assessments.〔Rose & Meyer, 2002〕 UDL is intended to increase access to learning by reducing physical, cognitive, intellectual, and organizational barriers to learning, as well as other obstacles. UDL principles also lend themselves to implementing inclusionary practices in the classroom. Universal Design for Learning is referred to by name in the Higher Education Opportunity Act (HEOA) of 2008 (Public Law 110-315).〔(Legislative Overview, Universal Design for Learning Task Force )〕 It is also mentioned in the 2004 reauthorization of the Individuals with Disabilities Education Act (IDEA), which in turn refers to a legal definition of the term in the Assistive Technology Act of 1998. The emphasis being placed on equal access to curriculum by all students and the accountability required by IDEA 2004 and No Child Left Behind legislation has presented a need for a practice that will accommodate all learners.〔Karger, J. (2005). What IDEA and NCLB suggest about curriculum access for students with disabilities. In DH Rose, A Meyer, & C Hitchcock, Eds. ''The Universally Designed Classroom: Accessible Curriculum and Digital Technologies.'' Cambridge, MA: Harvard Education Press.〕 ==Origins== The concept and language of Universal Design for Learning was inspired by the universal design movement in architecture and product development, originally formulated by Ronald L. Mace at North Carolina State University.〔 Universal design calls for "the design of products and environments to be usable by all people, to the greatest extent possible, without the need for adaptation or specialized design”.〔(Center for Universal Design, NCSU )〕 UDL applies this general idea to learning: that curriculum should from the outset be designed to accommodate all kinds of learners.〔Meyer & Rose, 2002〕 Educators have to be deliberate in the teaching and learning process in the classroom (e.g Preparing class learning profiles for each student). This will enable grouping by interest. Those students that have challenges will be given special assistance. This will enable specific multimedia to meet the needs of all students. However, recognizing that the UD principles created to guide the design of things (e.g., buildings, products) are not adequate for the design of social interactions (e.g., human learning environments), researchers at CAST looked to the neurosciences and theories of progressive education in developing the UDL principles.〔Rose & Meyer, 2002; CAST, 2008〕 In particular, the work of Lev Vygotsky and, less directly, Benjamin Bloom informed the three-part UDL framework.〔CAST, 2008〕 Some educational initiatives, such as Universal Design for Instruction (UDI) and Universal Instructional Design (UID), adapt the Mace principles for products and environments to learning environments, primarily at the postsecondary level. While these initiatives are similar to UDL and have, in some cases, compatible goals, they are not equivalent to UDL and the terms are not interchangeable; they refer to distinct frameworks.〔McGuire, JM, Scott, SS, & Shaw, SF (2006). Universal design and its applications in educational environments. ''Remedial and Special Education 27''(3), 166-175〕 On the other hand, UDI practices promoted by the DO-IT Center operationalize both UD and UDL principles to help educators maximize the learning of all students.〔Burgstahler, S., "Equal Access: Universal Design of Instruction", 2011, "()"〕 抄文引用元・出典: フリー百科事典『 ウィキペディア（Wikipedia）』 ■ウィキペディアで「Universal Design for Learning」の詳細全文を読む スポンサード リンク
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