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Surveying is the art and science of mapping the earth's surface. It involves measuring distances, angles in horizontal or vertical directions, and levels to understand the shape and size of land features. Surveying techniques are essential for various tasks, such as identifying the levels of a land area with reference to a specific point, and mapping undulations and water bodies.There are two main types of surveying: plane surveys and geodetic surveys. Plane surveys assume the earth is flat,...
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A Survey Evaluating Perceptions of Universal Design Practices Among Health Professions Educators.

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Health professions programs show interest in Universal Design for Learning (UDL) but lack institutional support. Implementing UDL principles is crucial for inclusive education and supporting all students.

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Area of Science:

  • Health Professions Education
  • Educational Technology
  • Inclusive Learning Environments

Background:

  • Universal Design for Learning (UDL) promotes equitable access to education for all students, including those with disabilities.
  • Evidence of UDL implementation in health professions programming is limited, indicating a gap in current educational practices.

Purpose of the Study:

  • To evaluate health professions faculty and administrators' perceptions of UDL principles.
  • To assess the availability of UDL resources within health professions institutions.
  • To identify barriers and facilitators to UDL implementation in health professions education.

Main Methods:

  • A survey-based study was conducted with faculty and administrators from 30 health professions institutions.
  • Data were collected on perceptions of UDL principles, understanding of UDL, and the availability of UDL resources.
  • Respondents' views on faculty responsibility, workload, institutional prioritization, and resource allocation for UDL were examined.

Main Results:

  • A high percentage of respondents (88.2%) recognized the importance of diverse modalities and formats for student access.
  • Over half (54.9%) identified faculty as primarily responsible for UDL resource access, yet 80.4% cited increased workload as a barrier.
  • While many institutions (60.8%) prioritize UDL, only 39.2% provide sufficient financial and human resources.

Conclusions:

  • A significant disparity exists between the recognized importance of UDL and the institutional support provided.
  • There is a critical need for health professions programming focused on UDL education and curriculum integration.
  • Proactive implementation of UDL is essential to create inclusive learning environments and support all students effectively.