Academic Journal
Engaging Preservice Teachers in Universal Design for Learning Lesson Planning
| Title: | Engaging Preservice Teachers in Universal Design for Learning Lesson Planning |
|---|---|
| Language: | English |
| Authors: | Ruby L. Owiny, Aleksandra Hollingshead, Brenda Barrio, Katlyn Stoneman |
| Source: | Inclusion. 2019 7(1):12-23. |
| Availability: | American Association on Intellectual and Developmental Disabilities. P.O. Box 1897, Lawrence, KS 66044-1897. Tel: 785-843-1235; Fax: 785-843-1274; e-mail: AJMR@allenpress.com; Web site: https://meridian.allenpress.com/inclusion |
| Peer Reviewed: | Y |
| Page Count: | 12 |
| Publication Date: | 2019 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Access to Education, Inclusion, Students with Disabilities, Lesson Plans, Intellectual Disability, Instructional Design, Preservice Teachers, Teacher Education Programs, Student Attitudes |
| DOI: | 10.1352/2326-6988-7.1.12 |
| ISSN: | 2326-6988 |
| Abstract: | General education teachers often feel unprepared to serve the needs of students with disabilities, including those with intellectual disability, because many teacher preparation programs do not adequately prepare teachers for the diverse classrooms they will encounter. With the increase of inclusion for students with disabilities, it is imperative that teachers develop the necessary skills for engaging all students, including those with intellectual disability, in meaningful instruction. Universal Design for Learning (UDL) can assist teachers in designing instruction that meets the needs of their diverse learners. The current study consisted of two parts. First, researchers surveyed preservice teachers on their perceptions of including students with disabilities in their future classrooms before and after instruction in UDL. Second, researchers analyzed preservice teachers' ability to design lessons using the principles of UDL. Results indicated perceptions of inclusion were positive prior to intervention and did not significantly change after the intervention. Lesson plans improved significantly in the use of UDL principles from baseline to postintervention, but there was no significant difference between the postintervention lesson plans and the end-of-semester lesson plans. |
| Abstractor: | As Provided |
| Entry Date: | 2025 |
| Accession Number: | EJ1476078 |
| Database: | ERIC |
| ISSN: | 2326-6988 |
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| DOI: | 10.1352/2326-6988-7.1.12 |