Universal Design for Learning in Practice: A Review of Implementation Fidelity Evidence
DOI:
https://doi.org/10.5281/zenodo.22694168Keywords:
Universal Design for Learning in Practice; Educational technology; E-learning; Evidence synthesis; Research methodologyAbstract
Universal Design for Learning in Practice has moved quickly from a niche scientific question to something a wider community can
now investigate with reasonably reliable tools, but the evidence behind it has not always kept pace. We pull together the current
evidence for universal design for learning in practice, covering the methodological, practical, regulatory and cost angles, with an
eye on where practice has genuinely settled and where researchers and reviewers are still largely working it out for themselves.
Selective, context-specific pursuit looks better supported by the evidence gathered here than either broad rollout or blanket
avoidance.
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