NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
PDF on ERIC Download full text
ERIC Number: EJ1102324
Record Type: Journal
Publication Date: 2011
Pages: 12
Abstractor: As Provided
ISSN: ISSN-0973-8827
Universal Design for Transition: A Single Subject Research Study on the Impact of UDT on Student Achievement, Engagement and Interest
Scott, Laron; Saddler, Sterling; Thoma, Colleen A.; Bartholomew, Christina; Virginia, Nora Alder; Tamura, Ronald
Journal on Educational Psychology, v4 n4 p21-32 Feb-Apr 2011
Universal design for transition (UDT) refers to an approach to instructional planning, delivery, and assessment that bridges the gap between teaching academic and functional/transition goals. It builds upon the principals of universal design for learning (UDL) assuring that instructional practices are designed to meet the needs of diverse learners through the use of multiple means of engagement, expression, and representation. UDT assures that instruction includes multiple transition domains, multiple transition assessment, multiple resources/perspectives and student self-determination to support academic achievement and the transition to adult life. The purpose of this study was to determine whether the use of a UDT approach to instructional design and delivery had the results predicted when used in a high school social studies class. A single subject multiple-treatment design was used to determine the impact of each instructional approach. Quantitative data was gathered through observation and survey of 6 students at the secondary-education level. The findings indicated that students with disabilities were more interested and engaged and had better academic achievement when a UDT approach was used compared to the other two approaches. Implications for UDT being an effective evidence-based approach to instruction and assessment, as well as future research on UDT are presented.
i-manager Publications. 3-343 Hill View, Town Railway Nagar, Nagercoil 629001, Tamil Nadu, India. Tel: +91-4652-276675; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: High Schools; Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Laws, Policies, & Programs: Individuals with Disabilities Education Improvement Act 2004; No Child Left Behind Act 2001
Grant or Contract Numbers: N/A