Session 8: Accessible World | Practicing what we preach: Using Universal Design for Learning (UDL) Principles to Teach UDL to Pre-Service Special Education Teachers

2015 ◽  
Author(s):  
Mary Gozza-Cohen
Keyword(s):  
Special Education ◽  
Special Education Teachers ◽  
Universal Design ◽  
Universal Design For Learning ◽  
Design For Learning

scholarly journals UDL in Online College Coursework: Insights of Infusion and Educator Preparedness

2015 ◽  
Vol 19 (5) ◽  
Author(s):  
LaRon Scott ◽  
Peter Temple ◽  
David Marshall
Keyword(s):  
Teacher Preparation ◽  
Special Education Teachers ◽  
Universal Design ◽  
Online Courses ◽  
Universal Design For Learning ◽  
Teacher Education Programs ◽  
Online Learning Environment ◽  
Education Programs ◽  
Online Coursework ◽  
Design For Learning

Teacher education programs are increasing the use of online courses to train and prepare teachers. The Universal Design for Learning (UDL) framework is one strategy used to effectively train and prepare special education teachers in the online learning environment. The purpose of this study was to examine participants’ perception of UDL in online graduate-level courses and their preparation after completing the online courses using UDL. Mean ratings are reported for course alignment with UDL principles as are teacher preparation ratings. Participants reported that they perceived the online courses to be aligned with the UDL principles and that their learning and preparation was positively impacted. The results contribute to the application of these findings to online coursework and teacher preparation. Limitations and implications are discussed.

Approaching Explicit Instruction Within a Universal Design for Learning Framework

2021 ◽  
pp. 004005992110101
Author(s):  
Lauren L. Foxworth ◽  
Andrew I. Hashey ◽  
Courtney Dexter ◽  
Shelly Rasnitsyn ◽  
Rachel Beck
Keyword(s):  
Special Education ◽  
Instructional Practices ◽  
Universal Design ◽  
Explicit Instruction ◽  
Universal Design For Learning ◽  
Age Groups ◽  
Content Areas ◽  
Learning Framework ◽  
Design For Learning ◽  
Current Article

Explicit Instruction (EI) and Universal Design for Learning (UDL) have been identified as high-leverage instructional practices in special education, effective for bolstering academic outcomes among learners with processing difficulties and enabling all learners to access curriculum. Given the breadth of research supporting the use of EI across content areas and age groups for individuals with learning disabilities and the importance of intentional, universal design and delivery of lessons that maximize access to content for all learners, teachers and researchers must not only understand EI and UDL but be able to jointly leverage both key instructional practices to create effective and accessible lessons. The purpose of the current article is to demonstrate that EI and UDL can be used in tandem to render instruction in special education accessible to the broadest range of learners, and in the most impactful manner possible.

scholarly journals Qualitative Advancement in Inclusive Education in the Context of Societal Development: Dialectical Modelling

Pedagogika ◽  
2021 ◽  
Vol 141 (1) ◽  
pp. 190-213
Author(s):  
Alvyra Galkienė
Keyword(s):  
Special Education ◽  
Inclusive Education ◽  
Educational System ◽  
Universal Design ◽  
Universal Design For Learning ◽  
Integrated Education ◽  
Educational Effort ◽  
Design For Learning ◽  
Qualitative Evolution ◽  
Inclusive Special Education

By applying a qualitative method of dialectical modelling, the following three models of inclusion are analysed: integration, inclusive special education, and universal design for learning. The prerequisites significant for the implementation of each model are tested by contradicting them against other models, in order to reveal education components and their connections that either strengthen or impede the qualitative evolution of inclusive believes and practice.The results of integrated education analysis underline the impulse of societal movement that encouraged the development of processes of inclusion and the restructuring of educational system; however, at the same time, they reveal the possibility of tension due to the desynchronization between various components of social and educational system. The reduction of tension and the sustainability of inclusive evolution requires the harmonisation of social believes and cultural experience.The analysis of the “Inclusive special education” model shows that any polarized attitude and educational effort towards different groups of pupils generates barriers for ensuring successful learning for all the pupils and shapes elements of educational segregation. In overcoming this barrier, the change in educators’ attitude and practice is significant, embracing the entirety of the learners and giving priority to professional co-operation.The connections between the components of universal design for learning model allow to cover the whole of the variety of learners and to aim at personal success for every pupil. A universal educational environment that corresponds with the variety of educational needs is the core precondition for a good quality inclusive education.

Using Video-Aided Self-Reflection to Prepare Novice Special Education Teachers

2022 ◽  
pp. 1060-1076
Author(s):  
Jason P. Davis ◽  
Kevin Oh ◽  
Natalie Nussli
Keyword(s):  
Special Education ◽  
Preservice Teachers ◽  
Public Schools ◽  
Special Education Teachers ◽  
Universal Design For Learning ◽  
Teacher Preparation Programs ◽  
Preparation Programs ◽  
Self Reflection ◽  
Social And Emotional ◽  
Design For Learning

The growing diversity of America's public schools has created pressure for universities and teacher preparation programs to develop strategies to aid novice teachers in meeting a variety of student needs. In addition to cultural and linguistic differences, special education teachers must also be prepared to meet the variety of academic, social, and emotional needs of students identified with disabilities. To accomplish this, studies investigating the potential of video based reflection to impact novice and preservice teachers' ability to implement pedagogical theory into practice have increased. This chapter examines the use of video as a tool to engage novice special education teachers' reflection on the implementation of culturally responsive pedagogy (CRP), differentiated instruction (DI), and universal design for learning (UDL).

Using Video-Aided Self-Reflection to Prepare Novice Special Education Teachers

2018 ◽  
pp. 272-287 ◽  
Author(s):  
Jason P. Davis ◽  
Kevin Oh ◽  
Natalie Nussli
Keyword(s):  
Special Education ◽  
Preservice Teachers ◽  
Public Schools ◽  
Special Education Teachers ◽  
Universal Design For Learning ◽  
Teacher Preparation Programs ◽  
Preparation Programs ◽  
Self Reflection ◽  
Social And Emotional ◽  
Design For Learning

The growing diversity of America's public schools has created pressure for universities and teacher preparation programs to develop strategies to aid novice teachers in meeting a variety of student needs. In addition to cultural and linguistic differences, special education teachers must also be prepared to meet the variety of academic, social, and emotional needs of students identified with disabilities. To accomplish this, studies investigating the potential of video based reflection to impact novice and preservice teachers' ability to implement pedagogical theory into practice have increased. This chapter examines the use of video as a tool to engage novice special education teachers' reflection on the implementation of culturally responsive pedagogy (CRP), differentiated instruction (DI), and universal design for learning (UDL).

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