Universal Design Learning: Rehabilitation and Inclusive Education in Multidisciplinary Perspective for Inclusive Development
DOI:
https://doi.org/10.17977/um005v8i2p245Keywords:
universal design learning, rehabilitation, inclusive education, disabilities, inclusive developmentAbstract
Every person has the right to access educational services, considering that education is one of the most important elements of life in society. More specifically, education can be understood as one of the capitals used by individuals to change the order of their lives in the arena of life in various aspects. The paper aims to show the relevance of rehabilitation for persons with disabilities and inclusive education as a way to achieve inclusive development in the future through Universal Design Learning (UDL). UDL ensures the system of education should focus on the right to quality education for every child, especially those with disabilities. The exploration of the benefits of UDL is discussed through the perspectives of psychology and anthropology, sociology, and disability criticism to raise good practices and minimize the challenges that arise regarding UDL implementation. Using a systematic review in analyzing the implementation of UDL for inclusive education through grouping related articles in some countries. The results of the study concluded that UDL is an ideal concept whose implementation needs to be considered and strengthened over time to achieve inclusive development using local context.
References
Adu-Boateng, S., & Goodnough, K. (2022). Examining A Science Teacher’s Instructional Practices in the Adoption of Inclusive Pedagogy: A Qualitative Case Study. Journal of Science Teacher Education, 33(3), 303–325. doi:10.1080/1046560X.2021.1915605
Al-Azawei, A., Serenelli, F., & Lundqvist, K. (2016). Universal Design for Learning (UDL): A Content Analysis of Peer Reviewed Journals from 2012 to 2015. Journal of the Scholarship of Teaching and Learning, 16(3), 39–56. doi:10.14434/josotl.v16i3.19295
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. doi:10.1080/13603116.2018.1452298
Anggraini, D., Anas, M., & Wike. (2022). The Paradigm of Disability: A Discussion of Participation of Persons with Disability in Development in Indonesia. Indonesian Journal Disability Studies (IJDS), 9. doi:https://doi.org/10.21776/ub.ijds.2022.009.02.02
Bandura, A. (1976). Social Learning Theory. New Jersey: Prentice-Hall, Inc.
Barnes, C. (2000). A Working Social Model? Disability, Work and Disability Politics in the 21st Century. Critical Social Policy, 20(4), 441–457. doi:10.1177/026101830002000402
Bourdieu, P. (1977). Outline of A Theory of Practice (Cambridge Studies in Social Anthropology). Cambridge.
Bourdieu, P., & Passeron, J.-C. (1990). Reproduction in Education, Society and Culture. (M. Featherstone, Ed.). London: Sage Publications.
Capp, M. J. (2018). Teacher confidence to implement the principles, guidelines, and checkpoints of universal design for learning. International Journal of Inclusive Education, 24(7), 706–720. doi:10.1080/13603116.2018.1482014
Denisova, O., Lekhanova, O., Ponikarova, V., & Gudina, T. (2019). Inclusive culture of kindergarten, school, college and university teachers. SHS Web of Conferences, 70, 10002. doi:10.1051/shsconf/20197010002
Diniz, D., Barbosa, L., & Santos, W. R. dos. (2009). Disability, Human Rights, and Justice. SUR - International Journal on Human Rights, 6(11), 61–71.
Ediyanto, E., Ramadhani, R. S., Fitrasari, B. D., Kenila, E., Sunandar, A., Hastuti, W. D., & Suhendri, S. (2023). The Problems in the Implementation of Inclusive Education in Primary Schools. Journal of ICSAR, 7(1), 1. doi:10.17977/um005v7i12023p1
Efendi, M. (2018). The Implementation of Inclusive Education in Indonesia for Children with Special Needs: Expectation and Reality. Journal of ICSAR, 2(1), 142–147. Retrieved from https://journal2.um.ac.id/index.php/icsar/article/view/2318/2597
Fathonah, S., & Hernawati, N. (2018). Hubungan Orang Tua - Guru dan Praktik Pengasuhan Ibu pada Keluarga yang Memiliki Anak Berkebutuhan Khusus (ABK). Jurnal Ilmu Keluarga Dan Konsumen, 11(3), 219–230. doi:http://dx.doi.org/10.24156/jikk.2018.11.3.219
Galkienė, A., & Monkevičienė, O. (2021). The Model of UDL Implementation Enabling the Development of Inclusive Education in Different Educational Contexts: Conclusions. In O. Monkevičienė (Ed.), Inclusive Learning and Educational Equity 5: Improving Inclusive Education through Universal Design for Learning (pp. 313–323). Cham: Springer Link. doi:10.1007/978-3-030-80658-3_12
Genova, A. (2015). Barriers to inclusive education in Greece, Spain and Lithuania: results from emancipatory disability research. Disability & Society, 30(7), 1042–1054. doi:10.1080/09687599.2015.1075867
Goering, S. (2002). Beyond The Medical Model? Disability, Formal Justice, and the Exception for The ‘Profoundly Impaired’. Kennedy Institute of Ethics Journal, 12(4), 373–388. doi:10.1353/ken.2002.0025
Griful-Freixenet, J., Struyven, K., & Vantieghem, W. (2021). Toward More Inclusive Education: An Empirical Test of the Universal Design for Learning Conceptual Model Among Preservice Teachers. Journal of Teacher Education, 72(3), 381–395. doi:10.1177/0022487120965525
Hastuti, Dewi, R. K., Pramana, R. P., & Sadaly, H. (2020). Kendala Mewujudkan Pembangunan Inklusif terhadap Penyandang Disabilitas. Jakarta. Retrieved from https://smeru.or.id/id/content/kendala-mewujudkan-pembangunan-inklusif-terhadap-penyandang-disabilitas
Hendrowati, T. Y. (2017). Persepsi Orang Tua terhadap Pendidikan Inklusif Sekolah Dasar di Provinsi Lampung. Jurnal Fokus Konseling, 3(1), 78–84. doi:10.31004/basicedu.v1i1.17
Hosking, D. L. (2008, September 4). Critical Disability Theory. Lancaster University. United Kingdom: Lancaster University. Retrieved from https://www.lancaster.ac.uk/fass/events/disabilityconference_archive/2008/papers/hosking2008.pdf
Ju’beh, K. Al. (2017). Disability Inclusive Development Toolkit CRPD: Influencing Everything We Do (Vol. 1). Bensheim: CBM International. Retrieved from www.cbm.org
Katz, J. (2015). Implementing the Three Block Model of Universal Design for Learning: effects on teachers’ self-efficacy, stress, and job satisfaction in inclusive classrooms K-12. International Journal of Inclusive Education, 19(1), 1–20. doi:10.1080/13603116.2014.881569
Katz, J., Sokal, L., & Wu, A. (2021). Academic achievement of diverse K-12 students in inclusive three-block model classrooms. International Journal of Inclusive Education, 25(12), 1391–1409. doi:10.1080/13603116.2019.1613450
King-Sears, M. E., Johnson, T. M., Berkeley, S., Weiss, M. P., Peters-Burton, E. E., Evmenova, A. S., … Hursh, J. C. (2015). An Exploratory Study of Universal Design for Teaching Chemistry to Students With and Without Disabilities. Learning Disability Quarterly, 38(2), 84–96. doi:10.1177/0731948714564575
Lee, A., & Griffin, C. C. (2021). Exploring online learning modules for teaching universal design for learning (UDL): preservice teachers’ lesson plan development and implementation. Journal of Education for Teaching, 47(3), 411–425. doi:10.1080/02607476.2021.1884494
Lintangsari, A. P., & Emaliana, I. (2020). Inclusive education services for the blind: Values, roles, and challenges of university EFL teachers. International Journal of Evaluation and Research in Education (IJERE), 9(2), 439. doi:10.11591/ijere.v9i2.20436
Lyons, G., & Arthur-Kelly, M. (2014). UNESCO Inclusion Policy and the Education of School Students with Profound Intellectual and Multiple Disabilities:Where to Now? Creative Education, 05(07), 445–456. doi:10.4236/ce.2014.57054
Maxwell, G. R., Granlund, M., & Augustine, L. (2018). Inclusion Through Participation: Understanding Participation in the International Classification of Functioning, Disability, and Health as a Methodological Research Tool for Investigating Inclusion. Frontiers in Education, 3. doi:10.3389/feduc.2018.00041
McLaughlin, M. J., Speirs, K. E., & Shenassa, E. D. (2014). Reading Disability and Adult Attained Education and Income. Journal of Learning Disabilities, 47(4), 374–386. doi:10.1177/0022219412458323
Moher, D., Liberati, A., Tetzlaff, J., & Altman, D. G. (2009). Preferred Reporting Items for Systematic Reviews and Meta-Analyses: The PRISMA Statement. PLoS Medicine, 6(7), e1000097. doi:10.1371/journal.pmed.1000097
Moher, D., Shamseer, L., Clarke, M., Ghersi, D., Liberati, A., Petticrew, M., … Stewart, L. A. (2015). Preferred reporting items for systematic review and meta-analysis protocols (PRISMA-P) 2015 statement. Systematic Reviews, 4(1), 1. doi:10.1186/2046-4053-4-1
Moore, E. J., Smith, F. G., Hollingshead, A., & Wojcik, B. (2018). Voices From the Field: Implementing and Scaling-Up Universal Design for Learning in Teacher Preparation Programs. Journal of Special Education Technology, 33(1), 40–53. doi:10.1177/0162643417732293
Piaget, J. (1970). Genetic Epistemology. Toronto: Columbia University Press.
Piaget, J. (2003). The Psychology of Intelligence. (M. Piercy & D. E. Berlyne, Eds.) (4th ed., Vol. 4). New York: Routledge.
Pratiwi, J. C. (2015). Sekolah Inklusi untuk Anak Berkebutuhan Khusus: Tanggapan terhadap Tantangan Kedepannya. In Prosiding Seminar Nasional Pendidikan UNS & ISPI Jawa Tengah ‘Sekolah Inklusi untuk Anak Berkebutuhan Khusus: Tanggapan terhadap Tantangan Kedepannya’ (pp. 237–242). Surakarta: Universitas Sebelas Maret Surakarta dan ISPI. Retrieved from https://jurnal.fkip.uns.ac.id/index.php/pip/article/view/7725/5551
Rosyidi, R. A. (2023). Inclusive School Policies: A Literature Study of Implementation Dilemmas. Journal of ICSAR, 7(2), 205–211. doi:10.17977/um005v7i22023p205
Sharma, U., Armstrong, A. C., Merumeru, L., Simi, J., & Yared, H. (2019). Addressing barriers to implementing inclusive education in the Pacific. International Journal of Inclusive Education, 23(1), 65–78. doi:10.1080/13603116.2018.1514751
Sharma, U., Loreman, T., & Simi, J. (2017). Stakeholder perspectives on barriers and facilitators of inclusive education in the Solomon Islands. Journal of Research in Special Educational Needs, 17(2), 143–151. doi:10.1111/1471-3802.12375
Sztobryn-Giercuszkiewicz, J. (2017). Critical Disability Theory as a Theoretical Framework for Disability Studies. In J. Niedbalski, M. Racław, & D. Żuchowska-Skiba (Eds.), Oblicza Niepełnosprawności w Praktyce i Teorii (pp. 29–35). Poland: University of Lodz. Retrieved from https://www.researchgate.net/publication/326353943
The University of Melbourne. (2022, March 4). Systematic Review. Retrieved 6 May 2022, from https://unimelb.libguides.com/sysrev/
Waki, A. (2017). Persepsi Orang Tua terhadap Pendidikan Inklusif Sekolah Dasar di Kecamatan Gunung Putri Kabupaten Bogor Provinsi Jawa-Barat. Jurnal Basicedu, 1(1), 79–83. doi:10.31004/basicedu.v1i1.17
Downloads
Published
Issue
Section
License
Copyright (c) 2024 Journal of ICSAR
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.
