Scholarlink

Purpose <p>Universal Design for Learning (UDL) is an educational approach that aims to promote access to information and a method for supporting students, whether they identify as having a disability or not. There is little evidence of UDL approaches being incorporated into health professions programming.</p> Materials and Methods <p>This survey-based study evaluated health professions faculty and administrators from 30 institutions regarding their perceptions and understanding of UDL principles and availability of UDL resources.</p> Results <p>At least 88.2% (45/51) of respondents indicated it was important/very important to give students access to information using different modalities, adjustable formats, and assistive technologies. Over half (54.9%; 28/51) indicated faculty are primarily responsible for ensuring access to UDL resources. However, 80.4% (41/51) indicated increased faculty workload is a barrier to maximizing UDL resources. Many (60.8%; 31/51) agreed/strongly agreed that maximizing UDL resources is prioritized by their institutions, but only 39.2% (20/51) agreed/strongly agreed their institution provided sufficient financial/human resources.</p> Conclusions <p>Our results suggest there is disparity between the interest for and institutional support of UDL resources. This study underscores the need for health professions programming related to education and implementation of UDL principles within existing curricula to proactively support all students in an inclusive manner.</p>

错误：搜索内容不能为空，请输入英文关键词
错误：关键词超出字数限制，请精简
高级检索

A Survey Evaluating Perceptions of Universal Design Practices Among Health Professions Educators

  • 期刊论文

  • 发表日期：

    2025年7月22日

查看全文
  • Laura VanPuymbrouck,
  • Kathryn A. Solka,
  • Paria Mirmonsef,
  • Marie Ferro-Lusk,
  • Adam B. Wilson

摘要

Purpose

Universal Design for Learning (UDL) is an educational approach that aims to promote access to information and a method for supporting students, whether they identify as having a disability or not. There is little evidence of UDL approaches being incorporated into health professions programming.

Materials and Methods

This survey-based study evaluated health professions faculty and administrators from 30 institutions regarding their perceptions and understanding of UDL principles and availability of UDL resources.

Results

At least 88.2% (45/51) of respondents indicated it was important/very important to give students access to information using different modalities, adjustable formats, and assistive technologies. Over half (54.9%; 28/51) indicated faculty are primarily responsible for ensuring access to UDL resources. However, 80.4% (41/51) indicated increased faculty workload is a barrier to maximizing UDL resources. Many (60.8%; 31/51) agreed/strongly agreed that maximizing UDL resources is prioritized by their institutions, but only 39.2% (20/51) agreed/strongly agreed their institution provided sufficient financial/human resources.

Conclusions

Our results suggest there is disparity between the interest for and institutional support of UDL resources. This study underscores the need for health professions programming related to education and implementation of UDL principles within existing curricula to proactively support all students in an inclusive manner.