Universal Design for Learning: implementation and outcomes in a New Zealand primary school context

Abstract

The purpose of this thesis was to investigate the pedagogical decisions made by teachers as they implemented the Universal Design for Learning (UDL) framework. In addition, the study examined the challenges and enablers to implementation, and perceived benefits to students from a UDL-influenced approach to teaching and learning. Foundational to UDL are a set of principles aimed at helping teachers reduce barriers to learning, particularly for students with learning difficulties. Given the recent addition of the framework to New Zealand’s educational landscape and the scarcity of New Zealand-based research into UDL, this study’s objective was to provide insight into how teachers are working with the UDL framework to plan inclusive, 21st century, learnercentred environments which cater for the diverse learning needs of students. In this qualitative case study, seven New Zealand year 4 to year 8 teachers participated in semi-structured interviews, completed post-interview reflections and provided relevant documents for analysis. Through applying a constant comparative method, data were coded and analysed to reveal insights and understanding into factors influencing their implementation of UDL and perceived outcomes for students. Findings highlighted that teachers who used UDL prioritised providing choices for students, engaging children in learning and creating inclusive environments. As a consequence of UDL, some shifts in thinking about practice were evident. For the majority of participants, however, prior beliefs about teaching already aligned with the UDL framework. Nevertheless, teachers reported that their focus on UDL meant students benefited from higher motivation and a sense of agency, although academic benefits were less clearly linked to UDL strategies. Participants understood the basic principles of the framework but lacked detailed knowledge of individual guidelines. Collaboration across all levels of a school facilitated effective implementation. Challenges in implementing UDL included managing the provision of choices for students, building knowledge to intentionally plan with UDL, balancing varied experiences of learning with formal assessments and the continuing written text demands of curriculum. Further research is needed to ascertain the academic benefits of UDL implementation, its role in affirming the cultural diversity of Māori and Pasifika learners and New Zealand student perceptions of a UDL-shaped learning environment.