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課程簡介 Course Introduction
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開課年度學期 Year / Term
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113 學年度 第 2 學期
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開課班級 Department
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特殊教育學系碩士班 特教碩一、輔碩一、特博合
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授課方式 Instructional Method
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課堂教學 、 中文
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課程電腦代號 Course Reference Number
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140058
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課程名稱(中文) Course Title(Chinese)
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通用設計學習專題研究
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課程名稱(英文) Course Title(English)
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Sepacial Topics in Universal Design for Learning
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學分數/時數 Credit Hours
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3 /
3
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必(選)修 Requirement / Elective Course
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選修
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授課老師 Instructor
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朱慧娟
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助教 Teaching Assistant
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上課時間 Meeting Time
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星期四，節次8、9、A
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上課教室 Classroom
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E204
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Office Hours
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| 獲獎及補助情形 Awards and Grants |
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| 聯合國永續發展目標 (SDGs跨域類別) Sustainable Development Goals, SDGs |
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SDGs 04.
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優質教育：確保有教無類、公平以及高品質的教育，及提倡終身學習
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課程目標 Learning Objectives
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1.Articulate the tenets of the theories, guidelines, and research that underpin and support UDL (Universal Design for Learning).
2.Develop a sound understanding of the basic concepts of neurodiversity and the representation, engagement, and action & expression principles and their importance.
3.Understand the variability among learners in perceiving information, language and symbolic abilities, effort and persistence, and the UDL options available to meet the challenge of that variabilities.
4.Understand individual differences in building knowledge and the kinds of options that can make information more equitably comprehensible.
5.Understand individual differences in expression and communication and the kinds of options that can address this variability to enable all learners to express their understanding.
6.Understand individual differences in physical action and the kinds of options that can make learning environments more equitably physically accessible.
7.Understand individual differences in executive function, and the kinds of options that can address this variability to support executive functioning for all.
8.Understand individual differences in what drives interest and emotional salience, and the kinds of options that support recruitment of interest for all students.
9.Describe the critical importance of monitoring progress, and be able to support learners to monitor their own progress towards their goals.
10.Be able to design an instructional intervention using the principles of UDL.
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先修 ( 前置 ) 課程 Prerequisite
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| 彈性教學規劃 Flexible Teaching/Planning Schedules |
| ＊本課程實施16+2週彈性教學方案，其中第17、18週之彈性規劃如下： |
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校外參訪
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自主學習
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課程大綱 Course Syllabus
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| 週次 Week |
課程單元大綱 Unit |
教學方式 Instructional Method/Style/Teaching Style |
參考資料或相關作業 References or Related Materials |
評量方式 Grading |
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1
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2/20 課程介紹、導論
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2
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2/27 通用設計學習研究與實務之發展趨勢Introduction to the Theory and Practice of UDL
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“Celebrating 35 Years of IDEA” – 9-minute video produced by the U.S. Department of Education.This will provide a context for understanding the tremendous recent evolution in education’s consideration of learner variability.
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3
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3/06 (a)UDL in Practice: Neurodiversity, (b)Design Multiple Means of Representation, (C)Guideline (1): Design options Options for Perception & 1.1 -1.3
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AIM Simply Said, an introductory 3-minute video on accessible materials and Simply Said: Understanding Accessibility in Digital Learning Materials.(6:42)
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4
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3/13 Guideline 2: Design options for language and symbols & 2.1 -2.3
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Watch a short video about BrowseAloud, by TextHelp. Read Charlton, Defining My Dyslexia. The New York Times.
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5
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3/20 (a)Consideration 2.4 Address biases in the use of language and symbols, (b)2.5 Illustrate through multiple media, (c)Guideline (3): Design Options for Building Knowledge, (d)3.1 Connect prior knowledge to new learning
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Explore UDL Editions (by CAST, with Google Literacy)
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6
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3/27 (a)Considerations(3.2- 3.4) (b)Design Multiple Means of Action & Expression
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Explore Interactives: Elements of a Story Explore Interactives: Geometry 3D Shapes
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7
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4/03 補假
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8
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4/10 (a)Guideline (4): Design Options for Interaction & 4.1-4.2 (b)Guideline (5): Design Options for Expression & Communication
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Explore the FLOE Project from the Inclusive Design Research Centre. While there is a lot to explore on the site, you might start by investigating the “Preference Exploration Tool” in the right-hand column. Explore the accessibility features built into the PhET science simulations. There are options for navigation and response
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9
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4/17 Considerations 5.1-5.4
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Explore the writing and multimedia tools available at the UDL Tech Toolkit.
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10
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4/24 Guideline (6): Design Options for Strategy Development & 6.1-6.3
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Review CAST Professional Learning’s Top Ten UDL Tips for Developing Learning Goals
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11
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5/01 (a)Considerations 6.4-6.5 (b) Design Multiple Means of Engagement (c)Guideline (7): Design Options for Welcoming Interests & Identities
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12
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5/08 Considerations 7.1-7.4
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13
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5/15 (a)Guideline (8):Design Options for Sustaining Effort & Persistence (b)8.1-8.3
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Explore Algebra Nation. Especially focus on the “Student” tab and the “karma points.”
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14
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5/22 (a) Considerations 8.4-8.5 (b)Guideline (9) Design Options for Emotional Capacity & 9.1
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15
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5/29 (a)Considerations 9.2-9.4 (b)專題報告分享與討論(I)
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Watch a 5-minute video from the Center on the Developing Child about executive function: InBrief: Executive Function: Skills for Life and Learning
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16
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6/5 專題報告分享與討論(II)
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17
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檢視資源班或特教班教學實務符合UDL原則及其指導方針的情形
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至資源班或特教班實務現場觀察與評析
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18
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檢視普通班教學實務符合UDL原則及其指導方針的情形
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至普通班實務現場觀察與評析
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單一課程對應校能力指標程度 The Degree to Which Single Course Corresponds to School Competence
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| 編號 No. |
校核心能力 School Core Competencies |
符合程度 Degree of conformity |
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1
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公民力 (Citizen)
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4
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2
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自學力 (Self-learning)
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5
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3
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資訊力 (Information)
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5
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4
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創造力 (Creativity)
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5
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5
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溝通力 (Communication)
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5
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6
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就業力(Employability)
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5
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單一課程對應系能力指標程度 The Degree to Which Single Course Corresponds to Department Competence
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| 編號 No. |
類別 Category |
系核心能力 Department Core Competencies |
符合程度 Degree of conformity |
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01
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系所
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能具備專業理論知識，深入瞭解各類特殊需求者特質及需求，並積極參與特殊教育及輔助科技相關活動，以培養適性揚才的理念與態度
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5
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02
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系所
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能有效利用適當的評量工具與方法，了解特殊需求者的現況能力與需求，訂定個別化教育、輔導、服務等相關計畫
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5
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03
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系所
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能因應特殊需求者個別需求，設計課程、教材（輔具）、教學活動及服務內容
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5
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04
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系所
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能有效統整教學理論、方法、輔助科技與輔導策略，並與其他相關專業人員合作，營造正向環境，以提昇特殊需求者學習潛能與生活品質
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5
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05
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系所
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能具有溝通協調能力，與家長、教師、行政及其他相關人員建立良好互動與合作關係
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5
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06
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系所
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能掌握特殊教育（輔助科技）的脈動與趨勢，瞭解相關的議題，提供適當的資訊，以促進特殊需求者之權益
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5
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07
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系所
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能具備特殊教育（輔助科技）研究的知能與興趣，探索相關問題，創新教學與應用方法，以解決教學及實務問題
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5
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08
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系所
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能具備外文閱讀能力，積極參與國內外相關學術活動及學術團體
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5
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單一課程對應院能力指標程度 The Degree to Which Single Course Corresponds to College Competence
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| 編號 No. |
院核心能力 College Core Competencies |
符合程度 Degree of conformity |
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1
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探究能力
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5
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2
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語文與溝通能力
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5
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3
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創新與實踐能力
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5
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4
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專業知能
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5
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教科書或參考用書 Textbooks or Reference Books
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館藏書名 Library Books
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備註 Remarks
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（一）主要讀本：
1. Meyer, A., Rose, D.H., & Gordon, D. (2024). Universal design for learning: Principles, Framework, and Practice (2nd ed. Edition). CAST Professional Publishing.
2. Hall, T. E., Robinson, K. H., & Gordon, D. (2024). Universal Design for Learning in the Classroom: Practical Applications for K-12 and Beyond(2nd ed. Edition). Guilford Press.
（二）參考書單：
何美慧（主編）(2021)。全方位設計學習Universal Design for Learning (UDL)(二版)。國立臺南大學特殊教育中心。
*Zhang, L., Carter Jr, R. A., Greene, J. A., & Bernacki, M. L. (2024). Unraveling challenges with the implementation of universal design for learning: A systematic literature review. Educational Psychology Review, 36(1), 35.
*Root, J. R., Cox, S. K., Saunders, A., & Gilley, D. (2020). Applying the universal design for learning framework to mathematics instruction for learners with extensive support needs. Remedial and Special Education, 41(4), 194-206.
*顏秀雯(2024)。教師運用平板電腦應用程式在國小社會領域實踐 UDL 的歷程。中華民國特殊教育學會年刊，257-284。
Basham, J. D., Gardner, J. E., & Smith, S. J. (2020). Measuring the implementation of UDL in classrooms and schools: Initial field test results. Remedial and Special Education, 41(4), 231–243 .
Brand, S. T., Favazza, A. E., & Dalton, E. M. (2012). Universal design for learning: A blueprint for success for all learners. Kappa Delta Pi Record, 48(3), 134–139. https://doi.org/10.1080/00228958.2012.707506
Capp, M. J. (2020). Teacher confidence to implement the principles, guidelines, and checkpoints of universal design for learning. International Journal of Inclusive Education, 24(7), 706–720. https://doi.org/10.1080/13603116.2018.1482014
CAST (2024). Universal design for learning guidelines version 3.0 [graphic organizer]. Author.
Courey, S. J., Tappe, P., Siker, J., & LePage, P. (2013, February). Improved lesson planning with Universal Design for Learning (UDL). Teacher Education and Special Education, 36(1), 7–27. https://doi.org/10.1177/0888406412446178
Coyne, P., Pisha, B., Dalton, B., Zeph, L. A., & Smith, N. (2012). Literacy by design: A universal design for learning approach for students with significant intellectual disabilities. Remedial and Special Education, 33(3), 162–172.
Craig, S. L., Smith, S. J., & Frey, B. B. (2022). Professional development with universal design for learning: Supporting teachers as learners to increase the implementation of UDL. Professional Development in Education, 48(1), 22–37. https://doi.org/10.1080/19415257.2019.1685563
Hall, T., Cohen, N., Vue, G., & Ganley, P. (2015). Addressing learning disabilities with UDL and technology: Strategic reader. Learning Disabilities Quarterly, 38(2), 72–83.
Katz, J. (2013). The three block model of universal design for learning (UDL): Engaging students in inclusive education. Canadian Journal of Education, 36(1), 153–194. Retrieved from http://www.csse-scee.ca/CJE
Meyer, A., Rose, D.H., & Gordon, D. (2014). Universal design for learning: Theory and practice. CAST Professional Publishing.
Ok, M. W., Rao, K., Bryant, B. R., & McDougall, D. (2017). Universal design for learning in pre-k to grade 12 classrooms: A systematic review of research. Exceptionality, 25(2), 116–138. https://doi.org/10.1080/09362835.2016.1196450
Rappolt-Schlichtmann, G., Daley, S. G., Lim, S., Lapinski, S., Robinson, K. H., & Johnson, M. (2013). Universal design for learning and elementary school science: Exploring the efficacy, use, and perceptions of a web-based science notebook. Journal of Educational Psychology, 105(4), 1210–1225.
Rao, K., Ok, M. W., Smith, S. J., Evmenova, A. S., & Edyburn, D. (2020). Validation of the UDL reporting criteria with extant UDL research. Remedial and Special Education, 41(4), 219–230.
Zhang, L., Basham, J. D., & Carter Jr, R. A. (2022). Measuring personalized learning through the Lens of UDL: Development and content validation of a student self-report instrument. Studies in Educational Evaluation, 72, 101121.
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※請尊重智慧財產權，不得非法影印教科書※
※ Please respect intellectual property rights and do not illegally photocopy textbooks. ※
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教學方法 Teaching Method
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教學方法 Teaching Method
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百分比 Percentage
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影片欣賞
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10 %
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講述
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15 %
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專題實作
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20 %
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討論
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15 %
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個案研討
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10 %
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問題導向學習
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20 %
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分享
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10 %
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| 總和 Total |
100 % |
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成績評量方式 Grading
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| 評量方式 Grading |
百分比 Percentage |
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1. 課前準備、課堂討論及參與: 體驗UDL網路服務、影片欣賞與分享、出席、發問、討論與回饋
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15 %
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2.UDLGuidelines與主要讀本摘要口頭報告與PowerPoint簡報
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30 %
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3.分組中英實證研究期刊或論文摘要口頭報告與PowerPoint簡報
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25 %
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4. 專題研究報告
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30 %
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| 總和 Total |
100 % |
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成績評量方式補充說明
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1.課前準備、課堂討論及參與: 體驗UDL網路服務、影片欣賞與分享、出席、發問、討論與回饋 (15%)
2.UDL Guidelines與主要讀本摘要口頭報告與PowerPoint簡報，包括： (30%)
(1)需要說明、補充或釐清之問題
(2)主要讀本內容摘要，請以段落為單位
(3)問題與討論: 提出閱讀報告中重要的一個問題
(4)對您未來教學與研究上的啟示與心得
**請將完整之報告檔案於報告前三天早上10:00前上傳ecourse 課程討論區，初版書面報告於報告當天繳交，修正版書面報告請上傳至e-course 作業區。
3.分組中英實證研究期刊或論文摘要口頭報告與PowerPoint簡報，包括： (25%)
(1)需要說明、補充或釐清之問題
(2)期刊或論文內容摘要(包括：研究問題、研究參與者、方法與結果、未來研究方向)，並請針對下列幾點加以評析，包括：與研究主題的價值及貢獻、文獻探討的理論基礎及重要啟示、研究方法及工具、研究結果、論文的優缺點等。
(3)問題與討論: 提出閱讀報告中重要的一個問題
(4)對您未來教學上的啟示與心得
(5)分工表
**請將完整之報告檔案於報告前三天早上10:00前上傳ecourse 課程討論區，初版書面報告於報告當天繳交，修正版書面報告上傳至e-course 作業區。
4.專題研究報告 (30%)
(1)檢視平台、資源班或特教班與普通班教學實務符合UDL原則與考量要點的情形，(2)提出評論，(3)提出因應的具體改善做法。
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課程大綱補充資料 Supplementary Material of Course Syllabus
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