S.A. Kurtts, J. Camp, and K. Bowie (USA)
: Teacher Education, Differentiated Instruction, Collaboration, Special Education, Inclusion, Instructional Technology
The authors of this paper describe how teams of pre-service and in-service special and general education teachers implemented the principles of universal design for learning (UDL) in inclusive classrooms. Participants used an educational software program to design instruction for students with mild and moderate educational disabilities receiving educational services in general education classrooms. An examination of the teachers’ perceptions concerning UDL also contributed to understanding how the general education curriculum can be adapted to create access to and engagement with learning for all students. The study was guided by the following two research questions: (1) how do preservice and inservice special and general education teachers understand the concept of universal design for learning and (2) how do preservice and inservice special and general education teachers perceive the use of an educational software program in implementing instructional accommodations for students with mild/moderate educational disabilities? Themes emerging from the study included participants’ perceptions of universal design for learning and the use of educational software as (1) an effective instructional approach addressing needs of all students, (2) creating high levels of success in learning for students, (3) creating high levels of engagement for students.
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