Universal Design for Learning in Assessment: Supporting ELLs with Learning Disabilities

13 páginas

Detalles Bibliográficos
Autores: Delaney, Thomas A., Hata, Maiko
Tipo de recurso: artículo
Fecha de publicación:2020
País:Colombia
Institución:Universidad de la Sabana
Repositorio:Repositorio Universidad de la Sabana
Idioma:inglés
OAI Identifier:oai:10.145.21.57:10818/44196
Acceso en línea:https://laclil.unisabana.edu.co/index.php/LACLIL/article/view/12245
https://laclil.unisabana.edu.co/index.php/LACLIL/article/view/12245/pdf
http://hdl.handle.net/10818/44196
https://doi.org/10.5294/laclil.2020.13.1.5
Access Level:acceso abierto
Palabra clave:Learning disabilities
Universal design
Universal design for learning
UDL
Assessment
Evaluation
Higher education
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oai_identifier_str oai:10.145.21.57:10818/44196
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network_name_str Colombia
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dc.title.none.fl_str_mv Universal Design for Learning in Assessment: Supporting ELLs with Learning Disabilities
Diseño universal para el aprendizaje en la evaluación: apoyo a los ELL con dificultades de aprendizaje
Design universal para a aprendizagem na avaliação: apoio aos ELLs com dificuldades de aprendizagem
title Universal Design for Learning in Assessment: Supporting ELLs with Learning Disabilities
spellingShingle Universal Design for Learning in Assessment: Supporting ELLs with Learning Disabilities
Delaney, Thomas A.
Learning disabilities
Universal design
Universal design for learning
UDL
Assessment
Evaluation
Higher education
title_short Universal Design for Learning in Assessment: Supporting ELLs with Learning Disabilities
title_full Universal Design for Learning in Assessment: Supporting ELLs with Learning Disabilities
title_fullStr Universal Design for Learning in Assessment: Supporting ELLs with Learning Disabilities
title_full_unstemmed Universal Design for Learning in Assessment: Supporting ELLs with Learning Disabilities
title_sort Universal Design for Learning in Assessment: Supporting ELLs with Learning Disabilities
dc.creator.none.fl_str_mv Delaney, Thomas A.
Hata, Maiko
author Delaney, Thomas A.
author_facet Delaney, Thomas A.
Hata, Maiko
author_role author
author2 Hata, Maiko
author2_role author
dc.subject.none.fl_str_mv Learning disabilities
Universal design
Universal design for learning
UDL
Assessment
Evaluation
Higher education
topic Learning disabilities
Universal design
Universal design for learning
UDL
Assessment
Evaluation
Higher education
description 13 páginas
publishDate 2020
dc.date.none.fl_str_mv 2020-11-12T13:15:54Z
2020-11-12T13:15:54Z
2020-08-28
dc.type.none.fl_str_mv article
publishedVersion
info:eu-repo/semantics/article
format article
dc.identifier.none.fl_str_mv Delaney, T. A., & Hata, M. (2020). Universal design for learning in assessment: Supporting ELLs with learning disabilities. Latin American Journal of Content & Language Integrated Learning, 13(1), 79-91. https://doi.org/10.5294/laclil.2020.13.1.5
2011-6721
https://laclil.unisabana.edu.co/index.php/LACLIL/article/view/12245
https://laclil.unisabana.edu.co/index.php/LACLIL/article/view/12245/pdf
http://hdl.handle.net/10818/44196
https://doi.org/10.5294/laclil.2020.13.1.5
2322-9721
identifier_str_mv Delaney, T. A., & Hata, M. (2020). Universal design for learning in assessment: Supporting ELLs with learning disabilities. Latin American Journal of Content & Language Integrated Learning, 13(1), 79-91. https://doi.org/10.5294/laclil.2020.13.1.5
2011-6721
2322-9721
url https://laclil.unisabana.edu.co/index.php/LACLIL/article/view/12245
https://laclil.unisabana.edu.co/index.php/LACLIL/article/view/12245/pdf
http://hdl.handle.net/10818/44196
https://doi.org/10.5294/laclil.2020.13.1.5
dc.language.none.fl_str_mv eng
language eng
dc.relation.none.fl_str_mv Latin American Journal of Content & Language Integrated Learning, 13(1), 79-91
dc.rights.none.fl_str_mv Attribution-NonCommercial-NoDerivatives 4.0 International
http://creativecommons.org/licenses/by-nc-nd/4.0/
info:eu-repo/semantics/openAccess
rights_invalid_str_mv Attribution-NonCommercial-NoDerivatives 4.0 International
http://creativecommons.org/licenses/by-nc-nd/4.0/
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
dc.publisher.none.fl_str_mv Universidad de La Sabana
Dirección de Publicaciones
publisher.none.fl_str_mv Universidad de La Sabana
Dirección de Publicaciones
dc.source.none.fl_str_mv reponame:Repositorio Universidad de la Sabana
instname:Universidad de la Sabana
instacron:Universidad de la Sabana
instname_str Universidad de la Sabana
instacron_str Universidad de la Sabana
institution Universidad de la Sabana
reponame_str Repositorio Universidad de la Sabana
collection Repositorio Universidad de la Sabana
_version_ 1825050509471383552
spelling Universal Design for Learning in Assessment: Supporting ELLs with Learning DisabilitiesDiseño universal para el aprendizaje en la evaluación: apoyo a los ELL con dificultades de aprendizajeDesign universal para a aprendizagem na avaliação: apoio aos ELLs com dificuldades de aprendizagemDelaney, Thomas A.Hata, MaikoLearning disabilitiesUniversal designUniversal design for learningUDLAssessmentEvaluationHigher education13 páginasStudying English is challenging and, for many learners, undiagnosed learning disabilities can present a serious threat to their success. Recent studies indicate that up to 10% of the world population has a non-apparent disability, such as autism or dyslexia. At the same time, few English language learner (ELL) instructors in higher education have training in learning disabilities, and they are often unsure of how to support learners who seem to have extra challenges. This is especially true when it comes to assessment, as instructors often rely on traditional tools that could negatively affect the validity of the assessment outcomes. In this brief reflection, the authors share how instructors can apply the principles of Universal Design for Learning (UDL) to their assessment practices to support students with disabilities, regardless of diagnostic status. First, disabilities that affect language learning will be briefly discussed, followed by the explanation of how English to speakers of other languages (ESOL) assessments present specific challenges for students with disabilities. Then, the authors will provide an overview of UDL theory, which proposes that learners with disabilities are often best served by accommodations in representation, expression and engagement that can benefit the entire class. Most of the paper will focus on specific, practical strategies for implementing UDL within assessment in higher education. Such strategies include building executive function, implementing multi-channel assessment, and learning about students through an “evaluation loop.”Estudiar inglés es un desafío y, para muchos estudiantes, las discapacidades de aprendizaje no diagnosticadas pueden representar una seria amenaza para su éxito. Los más recientes estudios indican que, hasta un 10 % de la población mundial tiene una discapacidad no aparente, como el autismo o la dislexia. Al mismo tiempo, pocos profesores de aprendices de inglés (ELL) en educación superior han recibido entrenamiento en discapacidades de aprendizaje y, a menudo, no están seguros de cómo apoyar a los alumnos que parecen tener otros desafíos. Esto es particularmente cierto en lo que respecta a la evaluación, ya que los instructores a menudo se basan en herramientas tradicionales que podrían afectar negativamente la validez de los resultados de la evaluación. En esta breve reflexión, los autores comparten cómo los instructores pueden aplicar los principios del Diseño Universal para el Aprendizaje (DUA) a sus prácticas de evaluación para apoyar a los estudiantes con discapacidades, independientemente del estado de diagnóstico. Luego, los autores proporcionarán una descripción general de la teoría DUA, que propone que los estudiantes con discapacidades a menudo se benefician más con adaptaciones en representación, expresión y participación que pueden beneficiar a toda la clase. La mayor parte del artículo se centrará en estrategias prácticas específicas para implementar la DUA dentro de la evaluación en la educación superior. Dichas estrategias incluyen desarrollar la función ejecutiva, implementar evaluaciones multicanal y aprender sobre los estudiantes a través de un “ciclo de evaluación”.Universidad de La SabanaDirección de Publicaciones2020-11-12T13:15:54Z2020-11-12T13:15:54Z2020-08-28articlepublishedVersioninfo:eu-repo/semantics/articleapplication/pdfDelaney, T. A., & Hata, M. (2020). Universal design for learning in assessment: Supporting ELLs with learning disabilities. Latin American Journal of Content & Language Integrated Learning, 13(1), 79-91. https://doi.org/10.5294/laclil.2020.13.1.52011-6721https://laclil.unisabana.edu.co/index.php/LACLIL/article/view/12245https://laclil.unisabana.edu.co/index.php/LACLIL/article/view/12245/pdfhttp://hdl.handle.net/10818/44196https://doi.org/10.5294/laclil.2020.13.1.52322-9721reponame:Repositorio Universidad de la Sabanainstname:Universidad de la Sabanainstacron:Universidad de la SabanaengLatin American Journal of Content & Language Integrated Learning, 13(1), 79-91Attribution-NonCommercial-NoDerivatives 4.0 Internationalhttp://creativecommons.org/licenses/by-nc-nd/4.0/info:eu-repo/semantics/openAccess2021-06-05T22:03:01Z
score 15,812429

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