Academic Journal
Working Smarter: Using Universal Design for Learning to Spiral Curriculum in Small Special Education Preparation Programs
| Title: | Working Smarter: Using Universal Design for Learning to Spiral Curriculum in Small Special Education Preparation Programs |
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| Language: | English |
| Authors: | Jennifer D. Walker, Marla J. Lohmann, Kathleen A. Boothe, Ruby L. Owiny |
| Source: | Journal of Special Education Preparation. 2022 2(2):30-41. |
| Availability: | Ball State University Libraries. 2000 West University Avenue. Muncie, IN 47306. Tel: 765-285-8032; e-mail: odslibs@bsu.edu; Web site: bsu.edu/library |
| Peer Reviewed: | Y |
| Page Count: | 12 |
| Publication Date: | 2022 |
| Document Type: | Journal Articles Reports - Descriptive Tests/Questionnaires |
| Education Level: | Elementary Education Secondary Education |
| Descriptors: | Usability, Special Education, Teacher Education, Small Classes, Learning Processes, Elementary School Teachers, Secondary School Teachers, Knowledge Level, Teacher Characteristics, Teaching Experience, Models, Role Playing, Feedback (Response), Mentors |
| ISSN: | 2768-1432 |
| Abstract: | Although small teacher education preparation programs (STEPP) may struggle to implement robust program design frameworks compared to their larger preparation program peers, a collaborative design can help smaller programs with resource limitations. This collaboration can facilitate the design of effective and efficient teacher preparation programs (TPP) with a spiraled curriculum. Through scaffolding in TPPs, a spiral of support is defined as the process of learning continuous threads of information, gradually building to content mastery. These scaffolded components include case studies, role playing/modeling/feedback, and mentoring within the UDL framework. The use of case studies throughout a TPP provides a "continuum" of learning to prepare teachers to develop knowledge, skills, and practical experience within a diverse K-12 student population. Given a spiral of instruction to include role-play, modeling, feedback, and mentorship, preservice teachers can also engage in real world teaching and learning that go beyond the constraints of a classroom. |
| Abstractor: | As Provided |
| Entry Date: | 2025 |
| Accession Number: | EJ1458839 |
| Database: | ERIC |
| ISSN: | 2768-1432 |
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