Submission Type

Article

Universal Design for Learning: Promoting Access in Early Childhood Education for Deaf and Hard of Hearing Children

Authors

Katie Taylor
Raschelle Neild
Michael Fitzpatrick

Abstract

The following article is a literature review of the guiding principles for universal design for learning (UDL) specifically for early childhood education with implications for children who are deaf and hard of hearing (DHH). In recent years, early childhood education has become more inclusive for all children with and without disabilities. Given that educators need to plan lessons and design their classrooms with every child in mind prior to meeting them, guidance on the UDL framework is warranted. DHH children present unique barriers in the classroom. This article walks through the three guiding principles, engagement, representation, and expression along with integration of assistive technology for DHH children and their educators. Three future directions for integrating the UDL framework into the classroom are included. They are (a) educator preparation programs, (b) school district’s professional development, and (c) select available technology web-based resources.

Recommended Citation

Taylor, Katie; Neild, Raschelle; and Fitzpatrick, Michael (2023) "Universal Design for Learning: Promoting Access in Early Childhood Education for Deaf and Hard of Hearing Children," Perspectives on Early Childhood Psychology and Education: Vol. 5: Iss. 2, Article 4.
DOI: https://doi.org/10.58948/2834-8257.1059
Available at: https://digitalcommons.pace.edu/perspectives/vol5/iss2/4