Using participatory action research to support the implementation of universal design for learning in an elementary science classroom : a case study

2015 ◽  
Author(s):  
◽  
Eun Ju Lee
Keyword(s):  
Preservice Teachers ◽  
Action Research ◽  
Participatory Action Research ◽  
Elementary Science ◽  
Universal Design ◽  
Science Classroom ◽  
Universal Design For Learning ◽  
Learning Experience ◽  
Participatory Action ◽  
Design For Learning

[ACCESS RESTRICTED TO THE UNIVERSITY OF MISSOURI AT REQUEST OF AUTHOR.] The purpose of this study was investigating an elementary teacher's implementation of the Universal Design for Learning (UDL) framework in her science classroom through engaging in participatory action research (PAR). This study examined (1) how the teacher developed understanding UDL and how engagement in PAR contributed to it (2) how the teacher's implementation of UDL influenced non-dominant groups of students' science learning experience as well as class climate. The data sources to answer these research questions included teacher interviews, classroom observation field notes, transcripts of PAR sessions, reflections and artifacts. The findings of the study demonstrate that my participant developed knowledge of UDL over time as engaging in PAR. PAR supported her learning about UDL and how to implement it in her classroom. This study also demonstrates that the teacher's implementation of UDL allowed non-dominant groups of students' greater access to information and learning and supported the engagement of nondominant groups of students in science practices. The results demonstrate that the overall classroom climate became more inclusive as the teacher implemented the UDL framework in several ways. The findings of this study suggest that teachers' understanding of students should precede learning of the three principles of UDL. Moreover, teacher education programs should help preservice teachers attend to strengths of students with special needs as well as weaknesses especially related to academic subject areas. The results of this study reinforce the notion that teachers must be supported in translating policy into practice.

scholarly journals A practice-based intervention to prepare preservice teachers for inclusion using universal design for learning

2019 ◽  
Author(s):  
◽  
Mary Elizabeth Decker
Keyword(s):  
Preservice Teachers ◽  
Mixed Methods ◽  
General Education ◽  
Self Efficacy ◽  
Universal Design ◽  
Universal Design For Learning ◽  
Diverse Learners ◽  
Fundamental Knowledge ◽  
Design For Learning ◽  
The Impact

General education pre-service teachers are expected to teach diverse learners, including those with disabilities, in the general education settings. Yet many are not adequately prepared to teach all students. Universal Design for Learning (UDL) is a framework to increase inclusive practices, however, it is unknown how to best teach this to pre-service teachers. The purpose of this study is to examine the impact of using a practice-based approach to teach UDL as compared to a lecture-based approach to teach UDL to better prepare general education pre-service teachers. Constructs of interest include pre-service teachers' fundamental knowledge including UDL, self-efficacy and UDL application. A mixed methods triangulation design was employed. While pre-service teachers from both groups had significant gains in their foundational knowledge, reported self-efficacy, reported UDL knowledge and ability to apply UDL ideas, participants in the practice-based group did have some advantages, specifically in the area of UDL application.

scholarly journals Exploring Youth Participatory Action Research in Urban Schools: Advancing Social Justice and Equity-Based Counseling Practices

2020 ◽  
Vol 12 (1) ◽  
pp. 27-43
Author(s):  
Amy L. Cook ◽  
Ian Levy ◽  
Anna Whitehouse
Keyword(s):  
Social Justice ◽  
Social Change ◽  
Action Research ◽  
Identity Development ◽  
Participatory Action Research ◽  
School Counselor ◽  
Learning Experience ◽  
Youth Participatory Action Research ◽  
Participatory Action ◽  
Counseling Practice

Youth Participatory Action Research (YPAR) is emerging as a group counseling practice that focuses on topics that are of personal interest to youth and aims to promote social change. Although YPAR has been found to facilitate critical consciousness, assist with youth self-identity development, and promote social change, few researchers have examined its application in counseling. The present study explored six school counselor trainees’ perceptions of YPAR as a therapeutic intervention and its impact on counseling skill development and how it relates to multicultural and social justice counseling competencies. The themes that resulted from the Interpretative Phenomenological Analysis for YPAR as a counseling practice were: (1) fun, interactive, youth-centered approach, not like counseling or therapy, (2) implementation of challenges requiring planning, time, and commitment, (3) collaborative supports to step out of comfort zone, overcome initial hesitancy, and welcome new learning experience, (4) development of counseling skills and confidence as a counselor, and (5) understanding differences and increasing self-awareness and advocacy skills. Discussion and implications for school counseling practice are provided.

Toward More Inclusive Education: An Empirical Test of the Universal Design for Learning Conceptual Model Among Preservice Teachers

2020 ◽  
pp. 002248712096552 ◽  
Author(s):  
Júlia Griful-Freixenet ◽  
Katrien Struyven ◽  
Wendelien Vantieghem
Keyword(s):  
Preservice Teachers ◽  
Inclusive Education ◽  
Teacher Educators ◽  
Universal Design ◽  
Universal Design For Learning ◽  
Empirical Test ◽  
Self Regulation ◽  
Growth Mindset ◽  
Educational Environments ◽  
Design For Learning

Universal Design for Learning (UDL) holds considerable promise to create inclusive educational environments. Nevertheless, the most recent theoretical UDL model, which includes both teachers’ philosophy and praxis of teaching, has never been tested empirically. Therefore, this study aims to validate the UDL model as a “whole” among preservice teachers. Results show that the three philosophical constructs of UDL predict the performance of preservice teachers’ practices associated with UDL. These constructs are growth mindset about learning, self-efficacy to implement inclusion, and self-regulation and motivation for teaching. Results also show that preservice teachers think and reason about UDL not as three separate principles (i.e., engagement, representation, action, and expression) but in an interrelated way as the analysis shows them to be a unidimensional factor. Finally, this article discusses the implications of a validated model on UDL for teacher-educators, practitioners, and researchers.

Universal Design for Learning (UDL) Guidelines for Mobile Devices and Technology Integration in Teacher Education

2018 ◽  
pp. 1-21 ◽  
Author(s):  
Neal Shambaugh ◽  
Kimberly K. Floyd
Keyword(s):  
Teacher Education ◽  
Preservice Teachers ◽  
Public Schools ◽  
Technology Integration ◽  
Mobile Devices ◽  
Universal Design ◽  
Universal Design For Learning ◽  
Flexible Technology ◽  
Design For Learning ◽  
Teacher Education Faculty

Universal Design for Learning (UDL) guidelines provide recommendations for flexible technology integration in teacher education. With the advent of mobile devices, such as smartphones and tablets, how do educators in teacher education programs (teacher education faculty, preservice teachers, public school teachers) use mobile devices within a flexible curriculum that addresses the learning of diverse students? Section one of this chapter describes the legal and administrative context for accessibility, the UDL conceptual framework, technology integration in teacher education, the TPCK model for technology integration, and the use of mobile devices in teacher education. Section two provides recommendations for applying UDL principles to mobile devices in public schools.

Practicing What We Preach

2019 ◽  
pp. 230-260
Author(s):  
Stephen D. Kroeger ◽  
Susan A. Gregson ◽  
Michelle A. Duda ◽  
Anna DeJarnette ◽  
Jonathan M. Breiner ◽  
...  
Keyword(s):  
Preservice Teachers ◽  
General Education ◽  
Middle Childhood ◽  
Universal Design ◽  
Universal Design For Learning ◽  
Implementation Team ◽  
Midwestern University ◽  
Design For Learning ◽  
K 12

Creating inclusive classrooms is a challenge in general education. To prepare new teachers for diverse K-12 classrooms, faculty at one Midwestern university redesigned their education program to prepare preservice teachers for dual licensure in general and special education. The redesign required middle childhood faculty to learn more about complex conceptual frameworks that are prioritized in school districts across the country. One of these, Universal Design for Learning (UDL), became a non-negotiable component of the new program. An essential learning outcome became preparing pre-service teachers to utilize UDL. After the program was approved, content-area faculty questioned whether they were prepared to implement the framework. Having varied expertise in UDL, faculty wondered if they were teaching UDL effectively, and questioned whether they were modeling UDL concepts with fidelity in their own teaching. Thus, the Dual Licensure Implementation Team (DLIT) was born. This case study describes the process and product of the team's effort to implement UDL with fidelity.

Practicing What We Preach

2022 ◽  
pp. 841-864
Author(s):  
Stephen D. Kroeger ◽  
Susan A. Gregson ◽  
Michelle A. Duda ◽  
Anna DeJarnette ◽  
Jonathan M. Breiner ◽  
...  
Keyword(s):  
Preservice Teachers ◽  
General Education ◽  
Middle Childhood ◽  
Universal Design ◽  
Universal Design For Learning ◽  
Implementation Team ◽  
Midwestern University ◽  
Design For Learning ◽  
K 12

Creating inclusive classrooms is a challenge in general education. To prepare new teachers for diverse K-12 classrooms, faculty at one Midwestern university redesigned their education program to prepare preservice teachers for dual licensure in general and special education. The redesign required middle childhood faculty to learn more about complex conceptual frameworks that are prioritized in school districts across the country. One of these, Universal Design for Learning (UDL), became a non-negotiable component of the new program. An essential learning outcome became preparing pre-service teachers to utilize UDL. After the program was approved, content-area faculty questioned whether they were prepared to implement the framework. Having varied expertise in UDL, faculty wondered if they were teaching UDL effectively, and questioned whether they were modeling UDL concepts with fidelity in their own teaching. Thus, the Dual Licensure Implementation Team (DLIT) was born. This case study describes the process and product of the team's effort to implement UDL with fidelity.

scholarly journals Application of Universal Design for Learning into Remote English Education in Australia amid COVID-19 Pandemic

2021 ◽  
Vol 4 (1) ◽  
pp. 55-69
Author(s):  
Hengzhi Hu ◽  
Feifei Huang
Keyword(s):  
Online Learning ◽  
Universal Design ◽  
English Education ◽  
Universal Design For Learning ◽  
Learning Experience ◽  
Assistive Technologies ◽  
Positive Effects ◽  
Positive Attitudes ◽  
Design For Learning ◽  
Remote Learning

Confronted with the challenges posed by COVID-19 pandemic, students, teachers, educators and other stakeholders have to make the best of online learning from home and look at ways of optimizing remote learning experience. Embedded in the nature of inclusive schooling and organized in a specific public secondary school in Victoria, Australia, this study explores the effectiveness of Universal Design for Learning (UDL) on English as an additional language (EAL) students’ online learning proficiency. The research findings indicate that in the discipline of EAL, with the assistance of multiple means of representation, expression and engagement as well as a range of information-communication technologies (ICTs), UDL has positive effects on students’ academic performance and can trigger their positive attitudes towards online learning experience. This sheds light on the feasibility of improving remote learning quality and promoting inclusive online schooling that engages every student via the implementation of UDL integrated with different assistive technologies, which can be summarized as that UDL is one of the possible solutions to online learning that affords ample opportunities or more precisely, technical promises for the implementation of UDL.

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