This special series of Remedial and Special Education features four articles about universal design for learning (UDL). One intervention study describes learning outcomes for middle school students with extensive support needs. These students receive schema-based instruction that is further developed, based on students’ characteristics, using the UDL guidelines. Another intervention study examines learning outcomes for high school students with and without learning disabilities. Students receive either UDL-based chemistry instruction or “business as usual” instruction, each group in co-taught settings (Study 1). The researchers then identify results for students with learning disabilities who receive the same UDL instruction in a self-contained setting (Study 2). In the third analysis, results from applying UDL Reporting Criteria to 20 UDL studies are reported. Focusing on practitioners and school-based personnel, the fourth study describes the application of the UDL Observation Measurement Tool in its beginning stages of development. The purpose of this UDL special issue is to consolidate information that can be used to promote and enhance how UDL is operationalized and measured by researchers, practitioners, and other stakeholders.

中文翻译：

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辅导和特殊教育关于通用学习设计的特刊介绍

这个特殊的补救和特殊教育系列包含四篇关于通用学习设计 (UDL) 的文章。一项干预研究描述了有广泛支持需求的中学生的学习成果。这些学生接受基于图式的教学，该教学根据学生的特点，使用 UDL 指南得到进一步发展。另一项干预研究检查了有和没有学习障碍的高中生的学习成果。学生接受基于 UDL 的化学教学或“一切照旧”的教学，每组都在共同授课的环境中（研究 1）。研究人员随后确定了在自给自足的环境中接受相同 UDL 指导的学习障碍学生的结果（研究 2）。在第三个分析中，报告了将 UDL 报告标准应用于 20 个 UDL 研究的结果。第四项研究侧重于从业者和在校人员，描述了 UDL 观察测量工具在其开发初期的应用。本 UDL 特刊的目的是整合可用于促进和增强研究人员、从业者和其他利益相关者如何操作和衡量 UDL 的信息。