Universal design for learning in physical education: Overview and critical reflection
Haegele, Justin A.; Holland, Steven K.; Wilson, Wesley J.; Maher, Anthony J.; Kirk, T. Nicole; Mason, Aaron
Peer reviewed, Journal article
Published version
Permanent lenke
https://hdl.handle.net/11250/3092957Utgivelsesdato
2023Metadata
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- Institutt for lærerutdanning [3409]
- Publikasjoner fra CRIStin - NTNU [37273]
Originalversjon
10.1177/1356336X231202658Sammendrag
Universal design for learning (UDL) has been advocated for by adapted physical education scholars as a panacea to the challenges associated with teaching disabled and nondisabled students together in physical education. So much so that UDL currently occupies a privileged and largely unquestioned position in adapted physical education scholarship and practice, until now. To move scholarship forward, this article draws on published theoretical and empirical work relating to UDL generally and in physical education in particular to critically discuss the scientific research supporting, or not, the use of UDL as a so-called inclusive approach. We end this article with a call to action for scholars in this field, ourselves included, to conduct theoretically guided and empirically informed research relating to UDL in physical education, which adheres to established hallmarks of research quality that are tied to the ontological and epistemological assumptions of researchers because, at present, it is conspicuous by its absence.