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.

“Every little thing that could possibly be provided helps”: Analysis of online first-year chemistry resources using the Universal Design for Learning framework

2021 ◽  
Author(s):  
Charisse Tongson Reyes ◽  
Gwendolyn Angela Lawrie ◽  
Christopher D. Thompson ◽  
Sara Kyne
Keyword(s):  
Information And Communication Technologies ◽  
Universal Design ◽  
Universal Design For Learning ◽  
Communication Technologies ◽  
First Year ◽  
Pedagogical Strategies ◽  
Learning Framework ◽  
Design For Learning ◽  
Information And Communication

Rapid advancements in information and communication technologies (ICTs) have afforded numerous variations to traditional chemistry curricula where pedagogical strategies that have been employed have assumed "one-size-fits-all". The translation of print-based...

Examining Fatigue for Students Who Are Deaf or Hard of Hearing Through Universal Design for Learning

2022 ◽  
pp. 302-320
Author(s):  
Natalia K. Rohatyn-Martin ◽  
Denyse V. Hayward
Keyword(s):  
Hard Of Hearing ◽  
Universal Design ◽  
Universal Design For Learning ◽  
Inclusive Classrooms ◽  
Flexible Approach ◽  
Multilingual Students ◽  
Learning Framework ◽  
Design For Learning ◽  
School Day ◽  
Linguistic Backgrounds

In current educational contexts, Deaf or hard of hearing (D/HH) students are being educated in inclusive classrooms. However, academic and social outcomes for these bilingual or multilingual students remain highly variable indicating that meeting the needs for students who are D/HH continues to be challenging for many educators. Many D/HH students are reporting high levels of fatigue throughout their school day. To ensure the diverse cultural and linguistic backgrounds of students are being met, a more flexible approach needs to be considered to address barriers described by D/HH students. As such, the authors use the Universal Design for Learning framework to discuss fatigue for students who are D/HH in inclusive contexts, particularly those who are bilingual/multilingual.

Challenging Education's Inflexible Model

2022 ◽  
pp. 65-82
Author(s):  
Emily Art ◽  
Tasia A. Chatman ◽  
Lauren LeBental
Keyword(s):  
Effective Teachers ◽  
Professional Growth ◽  
Universal Design ◽  
Universal Design For Learning ◽  
Social Emotional Development ◽  
Learning Framework ◽  
Design For Learning ◽  
Teachers And Students ◽  
The One ◽  
Exceptional Learners

Structural conditions in schools limit diverse exceptional learners' academic and social-emotional development and inhibit the professional growth of their teachers. Teachers and students are restricted by the current instructional model, which suggests that effective teachers lead all students through a uniform set of instructional experiences in service of objective mastery. This model assumes that diverse exceptional learners' success depends on access to the teacher-designed, one-right-way approach to the learning objective. This inflexible model prevents both the teacher and the student from co-constructing learning experiences that leverage their mutual strengths and support their mutual development. In this chapter, the authors argue that the Universal Design for Learning framework challenges the one-right-way approach, empowering teachers and students to leverage their strengths in the learning process. The authors recommend training teachers to use the Universal Design for Learning framework to design flexible instruction for diverse exceptional learners.

Barriers With Implementing a Universal Design for Learning Framework

Inclusion ◽  
2018 ◽  
Vol 6 (4) ◽  
pp. 274-286 ◽  
Author(s):  
LaRon A. Scott
Keyword(s):  
General Education ◽  
Students With Disabilities ◽  
Administrative Support ◽  
Universal Design ◽  
Universal Design For Learning ◽  
Future Research ◽  
Education Teacher ◽  
General Education Teacher ◽  
Design For Learning ◽  
Service Training

Abstract Inclusion of students with disabilities in general education settings is often contingent on teachers' liberties to use inclusive instructional strategies. The current qualitative investigation used focus group, observation, and interviews of 9 special education teachers to understand their attitudes and beliefs concerning challenges with implementing the universal design for learning (UDL) framework to meet the needs of students with and without disabilities. A constant comparative analysis method was used to categorize the data into the following themes that emerged as barriers for implementing the UDL framework: (a) general education teacher support for inclusion, (b) need for administrative support, (c) need for improving general education teacher knowledge of UDL, (d) additional preservice field-based training on UDL, and (e) additional in-service training on UDL. Although the teachers in the study continued to indicate a passion for implementing the UDL framework, the need to address the barriers faced by teachers, and future research and implications significant to moving UDL forward as an inclusive teaching framework are underlined for discussion in the study.

scholarly journals Using Webquest As A Universal Design For Learning Tool To Enhance Teaching And Learning In Teacher Preparation Programs

2011 ◽  
Vol 8 (3) ◽  
Author(s):  
Chien-Hui Yang ◽  
Pei Wen Tzuo ◽  
Cecile Komara
Keyword(s):  
Teacher Preparation ◽  
Problem Solving ◽  
Teaching And Learning ◽  
Universal Design ◽  
Universal Design For Learning ◽  
Learning Needs ◽  
Problem Solving Skills ◽  
Diverse Learning ◽  
Design For Learning ◽  
Strongly Agree

Developed by Dodge (1995), WebQuest is an inquiry-based teaching tool, in which students of all ages and levels participate in an authentic task that use pre-designed, pre-defined internet resources, though other print resources can also be used. Learners will put the focus on gathering, summarizing, synthesizing, and evaluating the information within clearly defined parameters in order to accomplish an authentic task set by the instructor. WebQuest takes a problem-solving approach and exhibits a clear structure that guides the learning processes and interactions (Dodge, 2001), and can be used for different subject areas across age levels, from young children to adult learners (Ezell, Klein, Hines, & Hall, 2003). In teacher preparation, research has shown that WebQuest enhanced problem-solving skills, higher order thinking, motivation, creativity, critical thinking, active learning, connection to authentic contexts (Abu-Elwan, 2007; Allan & Street, 2007; Lim & Hernandez, 2007) and assisted in bridging the theory to practice gap (Lim & Hernandez, 2007). It should be noted that most studies were conducted on the subject areas of Math, literacy, or science. In Singapore context, many local teachers still havent heard of WebQuest and learned about using WebQuest in their teaching. Further, few research studies have focused on establishing WebQuest as an evidence-based practice in enhancing teaching and learning or a pedagogy promoting Universal Design for Learning and inquiry based learning. This research project intends to introduce WebQuest, to be modelled and integrated in a course training special education pre-service teachers (allied educators) in Singapore. Specifically, the following research questions were posed: (1) Does the use of WebQuest in teacher preparation promote special education teachers understanding on Universal Design for Learning (UDL) in accommodating students with diverse learning needs? (2) Does WebQuest a useful tool to enhance teachers higher order thinking, engagement, creativity, and collaborative learning skills? (3) Does the use of WebQuest in teacher preparation foster stronger desires for teachers to integrate ICT in teaching and learn more about WebQuest? Forty one teacher responded to a survey questionnaire after experiencing WebQuest developed by the course instructor in teacher preparation program. Teachers also learned about WebQuest as an Universal Design for Learning tool for students with diverse learning needs. The majoirty of teachers indicated strong favors over WebQuest activities over traditional teacher-directed learning methods. All participants found WebQuest helpful in accommodating individual differences and learning styles (Agree: 68.3%; Strongly agree: 31.7%). Forty teachers (N=41) reflected that they used more critical thinking and problem solving skills when they engaged in the WebQuest activities developed by the instructor (39% strongly agree and 56.1% agree). Thirty nine teachers agreed that they were required to use more creativity when they engaged in the WebQuest activities (24.4% of teachers stronly agree and 68.3% agree). The majority of teachers (26.8% strongly agree and 68.3% agree) felt that they know more about ways to incorporate technology for teaching and learning after experiencing WebQuest in this class. They also indicated that they would like to use more technology and web resources in teaching in the future after learning about WebQuest (41.5% strongly agree and 53.7% agree).

The Use of Tablet Technology to Support Inquiry Science for Students Incarcerated in Juvenile Justice Settings

2018 ◽  
pp. 590-612
Author(s):  
Michael Krezmien ◽  
Wardell Powell ◽  
Christina Bosch ◽  
Tracey Hall ◽  
Martina Nieswandt
Keyword(s):  
Juvenile Justice ◽  
Universal Design ◽  
Universal Design For Learning ◽  
Science Instruction ◽  
Juvenile Corrections ◽  
Inquiry Science ◽  
Educational Setting ◽  
Learning Framework ◽  
Design For Learning

This chapter describes the challenges in implementing science instruction in juvenile corrections settings and present a tablet-based model for meeting the complex challenges. Project RAISE is a Project-based Inquiry Science (PBIS) curriculum designed in the Universal Design for Learning framework. It is developed in a tablet platform, and is designed to meet the unique needs of incarcerated learners. The chapter describes the juvenile justice educational setting, the characteristics of the classrooms, the learners, and the teachers. It provides an overview of one iBook that has been co-designed and tested with incarcerated learners.

Equity Pedagogies for Inclusive Online Classrooms in Higher Education

2022 ◽  
pp. 379-399
Author(s):  
Ieda M. Santos ◽  
Wenli Wu
Keyword(s):  
Collaborative Learning ◽  
Universal Design ◽  
Universal Design For Learning ◽  
Learning Experiences ◽  
Future Research ◽  
Diverse Students ◽  
Learning Framework ◽  
Inclusive Learning ◽  
Online Classrooms ◽  
Design For Learning

Online learning continues to grow and is increasing including more diverse students. Diverse students with various backgrounds and experiences challenge educators to implement pedagogies to achieve equitable learning experiences and outcomes. This chapter aims to discuss four equity pedagogies commonly referred to in the literature that can contribute to democratic and inclusive learning experiences for all students. The chapter's four strategies include pedagogic voice, universal design for learning, equitable assessment, and collaborative learning. Although these strategies were discussed separately, the universal design for learning framework can incorporate both the pedagogic voice, equitable assessments, and collaborative learning while considering their unique perspectives. If well-designed and implemented, these strategies can help all students to receive fair education and prepare them to succeed in a changing world and become agents for social change. The chapter includes recommendations for practice and future research.

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