Education Commons^™

Results Of A One-Day Seminar On Preservice Teachers’ Incorporation Of The Udl Framework In Lesson Design, K. Alisa Lowrey, Audra Classen, Peter Paprzycki

Journal of Educational Research and Practice

Students with disabilities are increasingly receiving their instruction in inclusive classrooms. General education teachers continue to report a lack of preparation to address their needs. This study examined the impact of a 6-hour professional development seminar on the Universal Design for Learning (UDL) framework to determine if preservice general and special education teachers’ overall performance in lesson design to reduce barriers, identified through increased attention to student variability, improved. Two lesson plans, preseminar and postseminar, from 242 participants were scored using a modified education field experience (EFE) rubric that included 19 evaluation criteria. A Rasch analysis was used to determine …

A Look At Diversity Through The Lens Of Universal Design For Learning And Differentiated Instruction To Better Educate Learners, Mokysha Benford

The Journal of the Research Association of Minority Professors

In addition to the COrona VIrus Disease (COVID) gap, the teacher shortage, and increasing accountability, schools and classrooms continue to grow more and more diverse. This diversity presents its own set of challenges as teachers are expected to meet the needs of all learners. In addition to linguistic, religious, gender, sexual preference, race, socioeconomic status, and family structure diversity, students bring their varied culture and prior experiences to the classroom, and this impacts learning. This article presents a critical review of literature that examines Universal Design for Learning and Differentiated Instruction to address the instructional challenges diversity can create. It …

Indigenizing Education: Universal Design For Learning And Indigenous Leadership Frameworks, Jennifer Vasilez

Ed.D. Dissertations in Practice

Abstract

This study seeks to determine if Universal Design for Learning could serve as a culturally sustaining classroom framework for supporting Indigenous students in classroom settings. It also shares the perceived proficiency of Indigenous parents by those serving in a caregiver role for Indigenous youth, as well as the perceived potential of specific elements of Universal Design for Learning in supporting their students. As an Indigenous woman, I recognize the importance of asking Indigenous families if this strategy is worthy of further research, before conducting research into the efficacy of Universal Design for Learning in this way. This research project …

Educator Professional Development In Universal Design For Learning And Social-Emotional Learning: A Collective Case Study, Sara Morgan

Education (PhD) Dissertations

Carefully constructed professional development supports learning. Integration of Universal Design for Learning and Social-Emotional Learning into professional development supports comprehension and encourages generalization. This study sought to understand educators’ perceptions following a five-part webinar series on the connections between Universal Design for Learning and Social-Emotional Learning. Using the constructivist paradigm and a theoretical framework of collective case study, various aspects of professional development experiences were explored. Webinar design features, relevant content, significant take aways, and future training were all discussed. Review of post session survey comments and participant interviews were analyzed to reveal the findings. Slide decks from each session …

Autism Friendly Lesson Planning: A Universal Design For Learning Training For College Level Instructors, Juliann Stark

Dissertations, Theses, and Projects

The literature on adults on the autism spectrum is a vastly growing one, but there is still a great need for more in-depth research. There are common misunderstandings about individuals on the autism spectrum that leads to stigma from the overall population in the United States (John et al. 2018). As more individuals on the spectrum enroll in higher education, their needs in the classroom are becoming more apparent to instructors at this level. This literature review explores research on the community of people on the spectrum, their needs in the college setting, what can be done to accommodate these …

Tapping Into The Potential Of Student Engagement With Universal Design For Learning In Pedagogical Courses, Lin Lin, Krystal A. Barber

Excelsior: Leadership in Teaching and Learning

This paper outlines instructional strategies and course projects that demonstrate multiple means of engagement, representation, action, and expression, the essential principles of the Universal Design for Learning (UDL). The authors first share specific practices and examples related to each of the essential principles of UDL. Next, three projects are presented to demonstrate how these principles, along with technological tools, can be infused into pedagogical courses to prepare preservice elementary teachers in inclusive, online learning environments. This paper explores how teaching strategies and online tools were chosen with purpose, to promote positive learning outcomes and to prepare preservice teachers for the …

Evaluating A Speech Training Software Program Called Nativeaccent Based On Empirical Studies, Farideh Nekoobahr, Jacqueline Hawkins, Kristi L. Santi, Janeen R. S. Antonelli, Johanna Leigh Thorpe

Journal of English Learner Education

This article evaluates a Computer-Assisted Language Learning program called NativeAccent and demonstrates that the software is designed based on systematic instructional strategies and empirically-proven theories. The instructional strategies include an initial assessment, training sessions, a final reassessment, repeated measurement, graphic presentation and systematic and rigorous interpretive guidelines, and individualized dosage. The empirically-supported theories are rooted in the four research-based theories of Universal Design for Learning, Learning Science, Intelligent Tutoring System, and Automatic Speech Recognition. In matching the components of the four theories mentioned above to the design of NativeAccent and evaluating the software, the purpose is to help administrators, educators, …

Enhancing Student Learning In The Online Instructional Environment Through The Use Of Universal Design For Learning, Kathleen A. Boothe, Marla J. Lohmann, Ruby Owiny

Networks: An Online Journal for Teacher Research

As college faculty who prepare future teachers, we strive to teach our students through instruction and modeling best practices in teaching. We constantly evaluate our teaching and make adjustments to include updated knowledge about effective instruction. The evaluation and adjustments made to our courses lend themselves to action research. We take what we learn from our research and make appropriate changes to better meet the diverse needs of students. This article provides an overview of a final project that used Universal Design for Learning (UDL) for assessing student knowledge. This research focused on the principle of Multiple Means of Action …

Reflective Practice: The Impact Of Self-Identified Learning Gaps On Professional Development, Joanna C. Weaver, Matthew Ryan Lavery, Sarah Heineken

Journal on Empowering Teaching Excellence

The ebb and flow of education creates unique challenges within educational programming. Universities are charged with the directive to offer more diverse field experiences within their course requirements. As a result of the directive, not every topic nor instructional scenario can be addressed in the program coursework, challenging the programs to bridge the pedagogical learning gaps of their candidates. The purpose of the professional development (PD) being studied was to connect pedagogical methods to candidates’ own learning by providing self-selected PD with instructional tools that candidates could directly put into practice. The self-selected PD based on self-reflection of knowledge had …

Exploring Ways To Support Preservice Teachers’ Use Of Udl In Planning And Instruction, K. Alisa Lowrey, Audra Classen, Anne Sylvest

Journal of Educational Research and Practice

There is limited research documenting current efforts to support preservice teachers to use the universal design for learning (UDL) framework in authentic teaching experiences. To increase knowledge on the effects of preparing preservice teachers to incorporate the UDL framework, researchers examined the effects a UDL professional development seminar that was delivered during the student teaching phase had on eight teacher candidates during their K–12 placement. Using a concurrent triangulation mixed-method design, researchers examined lesson plans, video footage of teaching, teacher candidate reflections on their teaching sample, and university supervisor measures of the same sample before and after the UDL seminar. …

Increasing Engagement Of English Learners Through Universal Design For Learning, Melinda S. Eichhorn, Amanda E. Lowry, Kristen Burke

Journal of Educational Research and Practice

English learners (ELs) are the fastest growing segment of K–12 students. When ELs do not respond to instruction as quickly as their English-speaking peers, teachers may focus on their deficits and wrongly label them as having a learning disability. In this article on the universal design for learning engagement guidelines, we summarize how we have anticipated learning barriers and increased engagement with academic content for ELs in our practice. By teaching strategies for self-regulation and individual coping skills, providing guided practice and support to sustain effort, and giving students various ways to achieve the same goal in a safe learning …

Engaging Graduate Students In The Online Learning Environment: A Universal Design For Learning (Udl) Approach To Teacher Preparation, Marla J. Lohmann, Kathleen A. Boothe, Andrea R. Hathcote, Amy Turpin

Networks: An Online Journal for Teacher Research

Today’s classroom is more diverse than ever; it is imperative that universities find solutions for meeting these diverse learning needs. One potential solution is Universal Design for Learning (UDL), which is a promising practice in the K-12 classroom. UDL is based on the idea that diversity among students is predictable and systematic adjustments to the curriculum should be made based on that predictability. While there is strong research supporting the use of UDL for traditional K-12 classrooms, there is little research regarding its implementation in the online university teacher preparation classroom. This study explores the use of UDL for increasing …

Modeling As Teaching: Preparing Preservice Teachers To Implement Universal Design For Learning, Eric Jordan Moore

Jordan Moore

Increasing diversity and growing achievement gaps among diverse groups in U.S. public schools has resulted in increased pressure on teacher education programs to prepare teachers effectively to meet the needs of contemporary students. Research is needed to establish best practices of teacher education that carry forward into future practice. Universal Design for Learning (UDL) has been proposed as a framework to help address the need for more flexible learning environments, but limited research has been conducted to determine best practices for supporting preservice teachers in learning this complex framework. In this dissertation study, I examine the notion that education research …

A Tale Of Two Courses: Exploring Teacher Candidates’ Translation Of Science And Special Education Methods Instruction Into Inclusive Science Practices, Sami Kahn, Ryan Pigman, Jennifer Ottley

Journal of Science Education for Students with Disabilities

Early childhood educators teach science to all students, including students with disabilities. Strategies for accommodating students with disabilities in science, including familiarity with equitable frameworks such as Universal Design for Learning (UDL) are therefore a critical aspect of early childhood teacher candidates’ pedagogical content knowledge (PCK). Such strategies are often emphasized in special education courses that are offered separately from science methods courses. This practice assumes that teacher candidates can synthesize and transfer those practices into their science lesson planning. To explore how teacher candidates actually assimilate the instruction on inclusive science that is taught in their preparation coursework, this …

Providing Access For Students With Moderate Disabilities: An Evaluation Of A Professional Development Program At A Catholic Elementary School, Matthew P. Cunningham, Karen K. Huchting, Diane Fogarty, Victoria Graf

Journal of Catholic Education

After a significant policy change led to the admittance of students with moderate disabilities, St. Agnes School (SAS; pseudonym)—a Catholic PK-8 school in Southern California—implemented an 18-month professional development (PD) program to improve teachers’ inclusive classroom practices. Grounded in the theoretical framework of Universal Design for Learning (UDL; Center for Applied Special Technology, 2015b), the PD program included cyclical, one-on-one instructional coaching sessions that were led by trained UDL coaches and consisted of lesson demonstrations and personalized feedback. While SAS teachers held state credentials, most had very little training to work with students with special needs prior to this PD; …

Universal Design For Learning: A New Clinical Practice Assessment Tool Toward Creating Access And Equity For All Students, Diane Fogarty

LMU/LLS Theses and Dissertations

To examine to what extent current general education pre-service teachers within a teacher preparation program at a private institution of higher education know and understand the principles of Universal Design for Learning (UDL), expert focus groups were conducted. General education program syllabi were examined for UDL content and found to be lacking in such content. General education pre-service teachers videotaped lessons were reviewed for UDL content and were also found to be inadequate in demonstrating knowledge and understanding of Universal Design for Learning principles. Focus groups comprised of university fieldwork instructors and teacher education experts were asked to review and …

Modeling As Teaching: Preparing Preservice Teachers To Implement Universal Design For Learning, Eric Jordan Moore

Doctoral Dissertations

Increasing diversity and growing achievement gaps among diverse groups in U.S. public schools has resulted in increased pressure on teacher education programs to prepare teachers effectively to meet the needs of contemporary students. Research is needed to establish best practices of teacher education that carry forward into future practice. Universal Design for Learning (UDL) has been proposed as a framework to help address the need for more flexible learning environments, but limited research has been conducted to determine best practices for supporting preservice teachers in learning this complex framework. In this dissertation study, I examine the notion that education research …

A Social Constructionist Inquiry Study On The Lived Experiences Of Educators With Dyslexia Overcoming Workplace Barriers And Increasing Their Capacity For Success, Kathryn R. Taylor

Dissertations

The purpose of this qualitative research is to journey the lives of educators with dyslexia growing up as K-12 students, working in the K-12 educational environment, and the means by which those educators overcome workplace barriers as analyzed by three guidelines under the Universal Design for Learning (UDL) principle, multiple means of engagement. The qualitative study was designed from a constructive inquiry perspective. This method allowed the researcher to construct reality by interpreting a group of educators’ perceptions based on their experiences and social dynamics living with dyslexia. The primary data was collected from one-on-one interviews guided by scripted questions. …

Universal Design For Belonging: Living And Working With Diverse Personal Names, Karen E. Pennesi

Anthropology Publications

There is great diversity in the names and naming practices of Canada’s population due to the multiple languages and cultures from which names and name-givers originate. While this diversity means that everyone encounters unfamiliar names, institutional agents who work with the public are continually challenged when attempting to determine a name’s correct pronunciation, spelling, structure and gender. Drawing from over a hundred interviews in London (Ontario) and Montréal (Québec), as well as other published accounts, I outline strategies used by institutional agents to manage name diversity within the constraints of their work tasks. I explain how concern with saving face …

Community College Basic Skills Math Instructors" Experiences With Universal Design For Learning, Sunny Greene

Walden Dissertations and Doctoral Studies

Multiple approaches have been used in U.S. community colleges to address the learning needs of postsecondary students who are underprepared in basic skills math. The purpose of this exploratory interview study was to gain a deeper understanding of community college basic skills math learning through instructors' lived experiences using the Universal Design for Learning (UDL) approach and its technology tool, a computerized pen. The conceptual framework for this study used Knowles's adult learning and Kolb's experiential learning theories with UDL principles. The central research questions investigated the professional development and teaching experiences of community college basic skills math instructors in …

The Relationship Between An Affective Instructional Design, Children’S Attitudes Toward Mathematics, And Math Learning For Kindergarten-Age Children, Wendee B. White Mrs

Electronic Theses and Dissertations

This study explores the relationship between an Affective Instructional Design (AID), children’s attitudes toward math, and math learning. Participants included 15 kindergarten children at a university K-12 laboratory school located in East Tennessee. This quasi-experimental study employed a pretest-intervention (AID)-posttest design. Data, including pretest/posttest attitude surveys, and baseline and intervention non-participant video observations of math learning and math attitudes, during 13 math lessons were coded and analyzed. As hypothesized, a significant positive correlation (r = 0.936, p = 0.000) was found between attitude and math learning. Additionally significant differences were found between the baseline (pre-intervention) mean score and the final …

Integrating Universal Design And Response To Intervention In Methods Courses For General Education Mathematics Teachers, Kelley E. Buchheister, Christa Jackson, Cynthia Taylor

Department of Child, Youth, and Family Studies: Faculty Publications

Traditionally, teacher education programs have placed little emphasis on preparing mathematics teachers to work with students who struggle in mathematics. Therefore, it is crucial that mathematics teacher educators explicitly prepare prospective teachers to instruct students who struggle with mathematics by providing strategies and practices that specifically address their needs. In this study, we describe the principles of Universal Design for Learning and Response to Intervention. More specifically, we discuss how one Mathematics Teacher Educator uses these frame works in her mathematics methods course to help prospective teachers become cognizant of early interventions and effective strategies that can be implemented to …

Universal Design For Instruction: Understanding Faculty Practices And Needs, Howard P. Parette, Hedda Medan, Brian Wojcik, Jeffery P. Bakken

Faculty Publications - College of Education

The purposes of this short report are to describe key principles of UDL and UDI and to describe the findings of a pilot survey study that focused on faculty members practices and needs in the areas of UDL/UDI. Limited previous research is available related to faculty perceptions of UDI/UDL in higher education settings. One exception is a study conducted by Vreeburg-Izzo, Murray, and Novak (2008). Vreeburg-Izzo et al. conducted a survey, coupled with follow-up focus groups, with faculty and graduate teaching assistants that examined the (a) climate of instructional settings for students with disabilities, and (b) perceived needs for professional …