Preparing Teachers to Use Universal Design for Learning to Support Diverse Learners
Anya Evmenova, George Mason University, United States
Journal of Online Learning Research Volume 4, Number 2, ISSN 2374-1473 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC USA
Universal Design for Learning (UDL) is a scientifically based framework for developing curricula that support diverse learners. While it is possible to implement UDL without it, various technologies make it easier and more efficient to provide multiple means of engagement, action/expression, and representation. In this exploratory study, 70 educators (including in-service general and special education teachers) learned about UDL implementation in an online course designed using UDL principles. All participants were able to recognize specific UDL guidelines and checkpoints in the observed lessons across grade levels and subject areas. They also proposed revised lesson plans that extended the use of UDL to address the specific learning outcomes and learners’ variability. The thematic analysis was conducted to explore the most common ways to provide UDL principles. The proposed strategies included a combination of no technology to high technology tools, providing blended learning. While all the participants recognized the value of UDL and were eager to implement it in their learning environments, they also reflected on the need for more professional development in schools. That includes both training on the UDL framework and on specific technologies. Finally, all participants appreciated the opportunity to experience UDL firsthand. The findings from this study suggest that it is important to model UDL practices to encourage its implementation in the classrooms.
Evmenova, A. (2018). Preparing Teachers to Use Universal Design for Learning to Support Diverse Learners. Journal of Online Learning Research, 4(2), 147-171. Waynesville, NC USA: Association for the Advancement of Computing in Education (AACE).
© 2018 Association for the Advancement of Computing in Education (AACE)
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Mary Rice, University of New Mexico, United States; Mark Deschaine, Central Michigan University, United States; Daryl Mellard, University of Kansas, United States
Journal of Online Learning Research Vol. 4, No. 2 (2018) pp. 117–121
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