"Perception and Successful Implementation on Universal Design for Learning of Science Teachers in Middle School*"

2018 ◽  
Vol 57 (2) ◽  
pp. 133-148
Author(s):  
Hak-Jun Lee ◽  
Nam-Jin Kim
Keyword(s):  
Middle School ◽  
Science Teachers ◽  
Universal Design ◽  
Universal Design For Learning ◽  
Successful Implementation ◽  
Design For Learning

scholarly journals Filipino Science Teachers’ Evaluation on Webinars’ Alignments to Universal Design for Learning and Their Relation to Self-Efficacy amidst the Challenges of the COVID-19 Pandemic

2021 ◽  
Vol 7 (2) ◽  
pp. 421-451
Author(s):  
Mary Dane F. Leonardo ◽  
Jeongho Cha
Keyword(s):  
Professional Development ◽  
Teacher Perceptions ◽  
Science Teachers ◽  
Self Efficacy ◽  
Universal Design ◽  
Universal Design For Learning ◽  
The Philippines ◽  
Design For Learning ◽  
K 12 ◽  
The Impact

Abstract The COVID-19 pandemic has led teachers in the Philippines to rely on technology to provide and support continued education for K-12 students. However, it is not only technology, but also the interactive online learning environments crafted by teachers that impact student science learning. To support teachers to cope with pandemic teaching, the government provided professional development in the form of teacher-training webinars. This study evaluated the webinars using Universal Design for Learning (UDL) principles to understand the impact these professional development sessions had on science teachers’ self-efficacy for delivering science instruction during the pandemic. The study found that webinars including UDL design elements improved science teachers’ self-efficacy for teaching science and there were no significant differences in teacher perceptions relative to gender or teaching experience. Implications for the use of UDL to design long-term professional development offerings beyond the pandemic are discussed.

scholarly journals Working smarter not harder: Inclusive lessons for middle school science

2020 ◽  
Author(s):  
◽  
Jana Baker
Keyword(s):  
Middle School ◽  
Content Analysis ◽  
Universal Design ◽  
Universal Design For Learning ◽  
Strategy Instruction ◽  
School Science ◽  
Middle School Science ◽  
Science Class ◽  
Teaching Resources ◽  
Design For Learning

Classrooms are becoming increasingly diverse and the need for effective inclusive strategies is becoming more pronounced. Including students with exceptionalities into general classrooms is becoming the norm, however effective strategies are necessary to facilitate meaningful inclusion rather than superficial sharing of space. This need is especially true in content areas such as science. In these classes, students with exceptionalities tend to complete alternative programs in a resource room or have poor learning experiences in class. This project contains a content analysis of inclusive strategies and presents inclusive teaching resources that can help inclusion in middle school science classes. The strategies surveyed are research-based strategies that a teacher can implement in a general middle school science class. The strategies include technology, collaboration, universal design for learning (UDL), differentiated instruction (DI), strategy instruction, peer assisted learning, behaviour supports, and teacher practices. The strategies were analysed from the point of view of a learning support and science teacher for effectiveness in a middle school science class. A directed literature review was completed to more deeply examine strategies chosen for the teaching resources. Teaching resources were created and included with this project. The teaching resources were designed using universal design for learning (UDL) and other strategies from the content analysis.

scholarly journals Accessing Middle School Social Studies Content Through Universal Design for Learning

2019 ◽  
Vol 9 (1) ◽  
Author(s):  
Megan Mackey
Keyword(s):  
Middle School ◽  
Social Studies ◽  
Universal Design ◽  
Universal Design For Learning ◽  
Skill Development ◽  
Design For Learning ◽  
Access To Knowledge ◽  
Learning Principles

Universal design for learning is intended to provide opportunities for all students to be successful. An exploration of Mr. Morales’s middle school social studies classroom reveals the universal design for learning principles of multiple means of engagement, representation, and action and expression infused throughout every lesson. These strategies afford access to knowledge and skill development for all students.

scholarly journals Using Universal Design for Learning to Construct Inclusive Science Classrooms for Diverse Learners

2014 ◽  
Vol 7 (2) ◽  
pp. 59-81 ◽  
Author(s):  
Neerusha Baurhoo ◽  
Anila Asghar
Keyword(s):  
Science Teachers ◽  
Universal Design ◽  
Universal Design For Learning ◽  
Diverse Learners ◽  
Students With Learning Disabilities ◽  
Science Classrooms ◽  
Cognitive Access ◽  
Design For Learning ◽  
Academic Barriers ◽  
Students With Ld

This article illuminates academic barriers that students with learning disabilities (LD) face in their science classrooms and the ways in which the Universal Design for Learning (UDL) framework can offer practical ways to promote cognitive access to science education. This article also examines current research on intervention-based practices for students with LD in science classrooms. Drawing on the UDL model, the authors offer a framework for science teachers and practitioners to integrate inclusive practices in their teaching for diverse learners.

Voices From the Field

2017 ◽  
Vol 33 (1) ◽  
pp. 40-53 ◽  
Author(s):  
Eric J. Moore ◽  
Frances G. Smith ◽  
Aleksandra Hollingshead ◽  
Brian Wojcik
Keyword(s):  
United States ◽  
Universal Design ◽  
Universal Design For Learning ◽  
Scaling Up ◽  
The United States ◽  
Diverse Learners ◽  
Faculty Members ◽  
Successful Implementation ◽  
Universities And Colleges ◽  
Design For Learning

There is increasing pressure on universities in the United States to meet the needs of diverse learners. This fact increases the urgency for implementation and scaling up of Universal Design for Learning (UDL) in higher education. This qualitative study draws two major insights from interviews with six faculty members from universities and colleges around the United States who have experienced a degree of success (personal to institutional) in implementing UDL. First, successful implementation and scaling up of UDL initiatives often occur when UDL is presented in response to a clear problem, issue, or inquiry rather than more direct approaches. Second, I articulate an emerging conceptualization of “levels” of implementation and apparent aspects that enable an institution or group to move from lower to higher tiers.

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