scholarly journals Distance Educators Attitudes and Actions towards Inclusive Teaching Practices

Author(s):  
Catherine Cash ◽  
Thomas Cox ◽  
Debbie Hahs-Vaughn

As distance education continues to increase, it is vital that postsecondary institutions contribute time and resources towards sustaining inclusive teaching practices that decrease barriers and increase opportunities for diverse student populations. This study examined faculty (n = 116) attitudes and actions surrounding online accommodations and inclusive teaching practices that were based on Universal Design for Learning (UDL) principles using the Inclusive Teaching Strategies Inventory-Distance Education (ITSI-DE) online survey instrument. A Pearson product moment correlation confirmed a statistically significant correlation between faculty attitudes and actions towards inclusive teaching practices. Next, a multivariate analyses of variance (MANOVA) affirmed statistically significant differences between faculty attitudes and actions towards inclusive teaching practices based on gender. The implications of this research and future research recommendations are offered.

Inclusion ◽  
2018 ◽  
Vol 6 (4) ◽  
pp. 274-286 ◽  
Author(s):  
LaRon A. Scott

Abstract Inclusion of students with disabilities in general education settings is often contingent on teachers' liberties to use inclusive instructional strategies. The current qualitative investigation used focus group, observation, and interviews of 9 special education teachers to understand their attitudes and beliefs concerning challenges with implementing the universal design for learning (UDL) framework to meet the needs of students with and without disabilities. A constant comparative analysis method was used to categorize the data into the following themes that emerged as barriers for implementing the UDL framework: (a) general education teacher support for inclusion, (b) need for administrative support, (c) need for improving general education teacher knowledge of UDL, (d) additional preservice field-based training on UDL, and (e) additional in-service training on UDL. Although the teachers in the study continued to indicate a passion for implementing the UDL framework, the need to address the barriers faced by teachers, and future research and implications significant to moving UDL forward as an inclusive teaching framework are underlined for discussion in the study.


Author(s):  
Hakan Altinpulluk ◽  
Hakan Kilinc

Principles of the Universal Design for Instruction (UDI) can be applied to open and distance education systems as an approach derived from universal design principles. UDI can be used not only for the disabled learners in open and distance education institutions but also for the creation of accessible learning environments for all learners. Within the scope of this study, the history and features of universal design principles in the field of architecture are explained first; then, Universal Design for Learning (UDL), Universal Instructional Design (UID) and UDI concepts, which are educational adaptations of universal design principles, are examined in detail. In the last section, management processes of open and distance education systems, examples of universal design in open and distance education and managerial processes in course design and delivery, are examined. In this way; modern approaches such as UDI principles are studied in terms of their applicability within the framework of design and delivery management in open and distance education environments.


Author(s):  
Carla Freire ◽  
Catarina Mangas ◽  
Rogério Costa ◽  
Adriana Lage Costa

We live in a changing world, where the role of educational institutions is being transformed. The available technologies allow new conditions to access learning; however, as they evolve very fast, sometimes it is challenging to track this evolution regarding the changes that entail to all of us, which may contribute to a digital divide if it is not well addressed. This chapter intends to present distance education as a reliable modality to include students in higher education. For that, it presents the universal design for learning and its crucial role to make inclusive virtual learning environments. Like every modality that exists, there are some challenges that need to be addressed, as well as some benefits that allow to see the potential of this modality to learning, overcoming some adversities that may occur, like the lack of time to go to face-to-face education or even the need of social isolation by risk of getting a disease.


2022 ◽  
pp. 379-399
Author(s):  
Ieda M. Santos ◽  
Wenli Wu

Online learning continues to grow and is increasing including more diverse students. Diverse students with various backgrounds and experiences challenge educators to implement pedagogies to achieve equitable learning experiences and outcomes. This chapter aims to discuss four equity pedagogies commonly referred to in the literature that can contribute to democratic and inclusive learning experiences for all students. The chapter's four strategies include pedagogic voice, universal design for learning, equitable assessment, and collaborative learning. Although these strategies were discussed separately, the universal design for learning framework can incorporate both the pedagogic voice, equitable assessments, and collaborative learning while considering their unique perspectives. If well-designed and implemented, these strategies can help all students to receive fair education and prepare them to succeed in a changing world and become agents for social change. The chapter includes recommendations for practice and future research.


2020 ◽  
Vol 41 (4) ◽  
pp. 207-218
Author(s):  
Margaret E. King-Sears ◽  
Todd M. Johnson

Students with and without learning disabilities in high school chemistry classes, either co-taught or self-contained, received instruction on calculating molar conversions using universal design for learning (UDL) or business-as-usual techniques. For Study 1, posttest scores of students with and without learning disabilities (LD) in co-taught classes who received the UDL treatment are compared with peers’ scores in the comparison group. For Study 2, posttest scores from students with LD who received UDL treatment in a self-contained special education class are reported. Students in the UDL treatment scored significantly higher on posttests than comparison group peers in Study 1. Mean scores for students with LD in Study 2 were similar to UDL students in Study 1. Social validity feedback on the UDL instruction was positive. Implications for UDL chemistry instruction and future research are described.


Author(s):  
Christina Yuknis

Students with disabilities are increasingly opting to take distance education courses. As a result, many courses are not prepared to adequately meet the needs of their students. This chapter provides an overview of the main accessibility issues, including the delay in technology use and adaptation and assistive technology integration for people with disabilities in distance education courses. To mitigate these issues, a framework for instructional design, Universal Design for Learning (UDL), is presented. UDL is a set of three principles that, when applied from the beginning of the course design, can reduce the need for later modifications or accommodations. Instructors may use UDL to ensure that the course is accessible, not just for students with disabilities, but for all students in the course.


Inclusion ◽  
2018 ◽  
Vol 6 (2) ◽  
pp. 127-142 ◽  
Author(s):  
K. Alisa Lowrey ◽  
Sean J. Smith

AbstractIn 2015, the AAIDD National Goals panel recommended the inclusion of the Universal Design for Learning (UDL) framework in services designed to support the needs of learners with intellectual and developmental disabilities (IDD). As a framework that can be implemented district/schoolwide, little is known about the implementation process and administrators' experiences with implementation. Less is known regarding the experiences of administrators' as they implement the framework with learners who struggle or have identified disabilities. To better understand these experiences in implementation, researchers conducted interviews with eighteen school principals/district personnel in a district recognized for fully implementing UDL. A subset of questions from these interviews focused specifically on efforts in implementation to include the needs of learners that are struggling or that have identified disabilities. This research analyzes responses from those administrators specific to supporting students with disabilities. Findings are shared, including those specific to the inclusion of individuals with IDD. Implications for future research and practice are provided.


2018 ◽  
Vol 29 (3) ◽  
Author(s):  
Judy Ableser ◽  
Christina Moore

With many potential community partners and a diverse student population, the metropolitan university has many opportunities to operationalize transformative learning, which involves a dramatic shift in one’s assumptions that has a lasting change on their perspectives. The challenge of identifying transformative learning initiatives and making these initiatives take hold across a campus requires administrative direction and faculty buy-in. A teaching and learning center (TLC) can guide and sustain such transformation by providing the pedagogical expertise to identify and evaluate transformative learning initiatives, offering a collaborative forum for implementing these initiatives, and serving as an embedded structure to protect initiatives over time. The literature on organizational change in higher education and transformative learning has not yet explored the role TLCs can have in these areas. This article offers a narrative of how a TLC promoted transformative learning through two initiatives: creating a Universal Design for Learning (UDL) initiative to had better include diverse learners, and increasing community engagement through collaborative interactions with the university’s new Experiential Learning Center. This manuscript offers guidelines on leading, directly and collaboratively, such initiatives in a sustainable way, to assist other TLCs in meeting similar goals at their own metropolitan institutions.


Author(s):  
Christina L. Seamster

The evolution of technology over the last century has in many ways changed how teachers teach today. From kindergarten through twelfth grade, students are now able to complete 100% of their schooling online. If novel teaching practices have been established as a result of technology advancements, tools which align with those teaching practices must be produced in order to ensure continued student success. The purpose of this chapter is two-fold; to review teacher practices in K-12 distance education today and to discuss the field of education's need for research in measuring K-12 virtual school teacher effectiveness. The chapter begins with an overview of the history of distance education, followed by an examination of virtual school teacher pedagogy, a brief review of measuring K-12 teacher performance in the traditional and virtual school settings, and a synopsis of current tools for evaluating K-12 virtual school teacher effectiveness. The chapter closes with solutions and recommendation for future research.


Sign in / Sign up

Export Citation Format

Share Document