Universal Design for Learning and Technology in Deaf Education

Deaf students face challenges and barriers in US general education classrooms due to barriers of non-matched monolingual instruction. The demographics of deaf education classrooms have changed over the years and no longer are families encouraged to choose one modality. Multilingual DHH students face unique challenges and barriers that cannot be left unaddressed or overlooked. The following chapter outlines a literature review of the guiding principles of UDL specifically to address the challenges and needs of multilingual DHH. This chapter addresses the need for the three guiding principles, engagement, representation, and expression, along with the integration of technology. Practical application will guide current deaf educators in creating lessons and physical classrooms while implementing technology to meet deaf students' needs in general education classrooms.

Exploring Self-Determination Outcomes of Racially and Ethnically Marginalized Students With Disabilities in Inclusive, General Education Classrooms

Opportunities and experiences for all students, including students with intellectual and developmental disabilities, to build self-determination abilities and skills are critical to enable positive postsecondary outcomes (e.g., competitive and integrated employment, community access participation). However, racially and ethnically marginalized students with disabilities might experience fewer opportunities to build self-determination due to systemic issues (e.g., absence of policies emphasizing equity and racial justice, lack of understanding of students' social and cultural capital). The present study is an initial, exploratory analysis to determine if students with disabilities from racially and ethnically marginalized backgrounds reported different self-determination outcomes as they engaged in the Self-Determined Learning Model of Instruction (SDLMI) in inclusive, general education classrooms. Findings suggested African American/Black students with and without disabilities as well as Hispanic/Latinx students without disabilities scored highest in self-determination at the beginning of the academic year (baseline) and that including disability status crossed with race/ethnicity as a predictor of self-determination baseline improved understanding of the data patterns. Implications for systemic changes to enable equitable education across research and practice are discussed.

Repositioning Disability in Children’s Picture Books Through Classroom Read-Alouds

Students with disabilities represent an increasing percentage of students in general education classrooms. Yet, in early elementary grades, they may not see themselves represented in picture books. Teachers face many challenges in this issue, including choosing and evaluating books. In this article, we provide six questions to guide teachers' evaluations of picture books. We also recommend the use of these books in class read alouds that meet Common Core State Standards, and provide a guide for using these books to monitor a student's progress toward mastery of individualized education program (IEP) goals.

Teacher Praise and Reprimand: Examining the Generalizability and Dependability of Observational Estimates

This study examined the generalizability and dependability of observational estimates of middle and high school teachers’ use of praise and reprimand. Frequency of behavior-specific praise, general praise, and total reprimand were collected across 67, 20-min observations that took place during class-wide instruction in general education classrooms. Generalizability theory was used to determine the number of observations needed to obtain dependable estimates of teacher behavior. Behavior-specific praise rates were consistently low. General praise rates were slightly higher and reprimand rates were notably higher and slightly more variable. Total reprimands had the strongest generalizability results and general praise had the weakest. Behavior-specific praise reached an acceptable level of dependability after 15 min, whereas general praise required a 35-min observation, and reprimand only required 5 min. Implications and future directions are discussed.

Using UDL to Plan a Book Study Lesson for Students With Intellectual Disabilities in Inclusive Classrooms

Students with intellectual disabilities are among the least likely students to spend a significant amount of time in general education classrooms. When they are included, they may spend their time on non-academic learning experiences. Universal Design for Learning is a lesson planning framework that can guide teachers in inclusive lesson planning. This article explores the Universal Design for Learning framework and how teachers can incorporate it into the lesson planning process for a book study in high school English Language Arts. This lesson planning process provides genuine learning experiences to students with intellectual disabilities in the general education classrooms. The article offers examples of how to incorporate multiple means of representation, multiple means of engagement, and multiple means of expression and action within the four steps of the lesson planning process: learning goals, instructional methods, instructional materials, and assessment.

Effects of Data-Based Decision-Making on Low-Performing Readers in General Education Classrooms: Cumulative Evidence From Six Intervention Studies

In most general education classrooms in Germany, students with and without special educational needs are taught together. To support teachers in adapting instruction to these heterogeneous classrooms, we have developed learning progress assessment (LPA) and reading instructional materials, the Reading Sportsman (RS) in line with the theoretical framework of data-based decision-making, which has led to beneficial effects in several studies. However, data from these studies have not been analyzed to examine effects for low-performing readers. Data within and across six quasi-experimental studies conducted by our team in Grades 2 to 4 were reanalyzed to examine the effects of LPA on students whose reading fluency scores were at or below the 25th percentile ( n = 1,346 students from 264 classes). In each study, students had been assigned to a control group (with business-as-usual instruction), an LPA group only, or an LPA-RS group (i.e., with teachers provided with LPA and the RS). Separate multilevel regression results were integrated by means of meta-analytical methods to investigate the consistency of results. Overall, findings from the single studies indicated no positive effects of LPA with or without the RS compared with the control group. The integrated analyses showed small positive effect trends on reading fluency and intrinsic reading motivation.

The Self-Determined Learning Model of Instruction: Promoting Implementation Fidelity

There has been an increased focus on the tenets of implementation science in special education research, namely on the degree to which interventions are implemented as intended (i.e., fidelity of implementation) and factors that influence fidelity of implementation. For complex interventions, such as the Self-Determined Learning Model of Instruction (SDLMI), there is an ongoing need to refine conceptualizations of fidelity of implementation and the factors that influence it in inclusive educational contexts. Therefore, the purpose of this paper is two-fold: (1) to describe a framework for conceptualizing fidelity of implementation factors that influence fidelity when evaluating a complex intervention like the SDLMI and (2) to present initial content validity and internal consistency of a new measure designed to assess specific aspects of fidelity of implementation of the SDLMI in inclusive, general education classrooms. Implications and future directions for research in implementation science, special education, and self-determination interventions are described.

How Cognitively Coached Teachers Design and Facilitate Self-Directed Learning in General Education Classrooms

The purpose was to describe how cognitively coached teachers design and facilitate instruction for self-directed learning in general education classrooms. Vygotsky's social development theory and Bronfenbrenner's development ecological model of human development provided the theoretical frameworks for this study. The two sources of data that were utilized in this study were semi-structured individual interviews and a lesson plan artifactual document review. The results indicated that cognitively coached teachers design and facilitate instruction for self-directed learning through a description of the following five themes: 1) developing individualized learning with challenging expectations, 2) preparing meaningful and transferable content, 3) establishing an active learning environment, 4) engaging learners in authentic tasks, and 5) supporting student responsibility for learning.

Challenges to Inclusion

The expansion of inclusion practices has led to an increase in the integration of special education learners into general education classrooms. In order to meet the needs of all learners within inclusion classrooms, general and special education teachers must combine their respective teaching expertise. However, there are significant challenges to inclusion opportunities arising from a variety of sources. These major barriers to integration are described as environmental, knowledge-based, and relationship-based challenges. Examples of these challenges are discussed with respect to issues related to inclusion faced by both general and special education teachers.