scholarly journals Universal design for learning : teacher and administrator perspectives in elementary education

2019 ◽  
Author(s):  
◽  
Jeremy Cross
Keyword(s):  
Elementary Education ◽  
Universal Design ◽  
Universal Design For Learning ◽  
Design For Learning

Cross-Institutional, Interdepartmental UDL Infusion in Elementary Education Teacher Preparation Curriculum

2021 ◽  
Vol 36 (1) ◽  
pp. 29-38
Author(s):  
Emily Hoeh ◽  
Jessica A. Curtis ◽  
Melissa D. McAllister
Keyword(s):  
Teacher Preparation ◽  
Elementary Education ◽  
Universal Design ◽  
Universal Design For Learning ◽  
Teacher Preparation Program ◽  
Education Teacher ◽  
Learning Framework ◽  
State College ◽  
Florida Department ◽  
Design For Learning

The following describes a journey of collaboration across disciplines to support Universal Design for Learning (UDL) curriculum and assessment enhancements in an Elementary Education teacher preparation program within a college of education (COE). As a collaborative partner with a public university in Florida, a public state college in Florida completed a review and enhancement of the Elementary Education teacher preparation curriculum using The Roadmap for Educator Preparation Reform to create an overt and measured use of the Universal Design for Learning framework. This project was supported through a grant from the Florida Department of Education FLDOE 171-5015A-8CC01.

Adapting English as a Foreign Language classes to the needs of students with hearing impairments in early elementary education

2018 ◽  
Vol LXXIX (1) ◽  
pp. 12-20
Author(s):  
Ewa Domagała-Zyśk
Keyword(s):  
Elementary Education ◽  
Foreign Language ◽  
Universal Design ◽  
Universal Design For Learning ◽  
Instructional Materials ◽  
Early Elementary ◽  
Hearing Impairments ◽  
Teaching Resources ◽  
Language Classes ◽  
Design For Learning

Increasingly, deaf and hard-of-hearing students are attending mainstream and integrated schools. It is necessary to provide a number of adaptations, sometimes modifications, of the teacher’s instructional methods and forms for their education to be effective. The purpose of this article is to discuss the issue of adapting English as a Foreign Language classes in early elementary education to the needs of students with hearing impairments. Effective education in this area requires syllabuses, textbooks, and teaching resources that are developed in accordance with the principles of universal design for learning and then necessary adaptations and modifications that are planned on an individual basis following children’s needs and abilities. The author suggests the principles of universal design for learning according to which foreign language instruction for students with hearing impairments should be planned. Due to the internal diversity of this group of students, not only methodological procedures should be individualized but also instructional forms and methods used during English classes as well as the methods of presenting instructional materials by the teacher or other students. In order to optimize the reception and transmission of content, appropriate external conditions that are adapted to individual students’ perceptual and performance abilities need to be provided. Also, the diversity of ways in which students with hearing impairments present their knowledge and thus actively participate in classes is pointed out. Suggesting different adaptations, the author emphasizes the need to take care that instructional materials maintain their full substantive value.

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