Universal Design for Learning in Deaf Education Contexts: A Scoping Review

Area of Science:

• Education
• Special Education
• Accessibility Studies

Background:

• Universal Design for Learning (UDL) offers a framework for creating inclusive instructional practices.
• UDL provides actionable recommendations for developing and implementing effective teaching strategies.
• Deaf education contexts present unique challenges and opportunities for applying UDL principles.

Purpose of the Study:

• To conduct a scoping review mapping the existing literature on Universal Design for Learning (UDL) in deaf education.
• To identify the nature and extent of research investigating UDL within deaf education settings.
• To highlight gaps in the current research landscape concerning UDL in deaf education.

Main Methods:

• A five-stage methodological framework (Arksey & O'Malley, 2005; Levac et al., 2010) was employed for the scoping review.
• Systematic search and screening of relevant literature were conducted.
• Included articles were analyzed for themes, alongside an examination of excluded articles.

Main Results:

• The review identified a limited number of high-quality investigations on UDL in deaf education, with only three articles meeting inclusion criteria.
• Despite global interest, research explicitly integrating UDL throughout study design, analysis, and discussion is scarce.
• Themes indicate a growing interest in UDL but a need for more rigorous application within research.

Conclusions:

• There is a critical need for increased high-quality research on Universal Design for Learning (UDL) in deaf education.
• Scholars and educators must explore how UDL can be effectively implemented to support deaf learners.
• Further investigation is crucial given UDL's inclusion in federal educational policy and its potential to enhance instruction for deaf students.