Universal Design for Transition: A Single Subject Research Study on the Impact of UDT on Student Achievement, Engagement and Interest

Autor/inn/en	Scott, Laron; Saddler, Sterling; Thoma, Colleen A.; Bartholomew, Christina; Virginia, Nora Alder; Tamura, Ronald
Titel	Universal Design for Transition: A Single Subject Research Study on the Impact of UDT on Student Achievement, Engagement and Interest
Quelle	In: Journal on Educational Psychology, 4 (2011) 4, S.21-32 (12 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0973-8827
Schlagwörter	Academic Achievement; Learner Engagement; Student Interests; Instructional Development; Instructional Design; Comparative Analysis; Access to Education; Disabilities; Educational Legislation; Equal Education; Federal Legislation; Individualized Education Programs; Academic Standards; Outcomes of Education; Intervention; Suburban Schools; Self Contained Classrooms; Special Education; High School Students; Secondary Education; Teaching Methods; Likert Scales; Social Studies; Observation; Surveys; Evidence Based Practice; Self Determination; Transitional Programs + Suchen Sie Ihr Suchwort? Schulleistung; Studieninteresse; Teaching improvement; Unterrichtsentwicklung; Lesson concept; Lessonplan; Unterrichtsentwurf; Education; Access; Bildung; Zugang; Bildungszugang; Handicap; Behinderung; Bildungsrecht; Schulgesetz; Bundesrecht; Individualized education program; Individualisierendes Lernen; Lernleistung; Schulerfolg; Suburban area; Outskirts; Suburb; School; Schools; Vorort; Vorstadt; Schule; Special needs education; Sonderpädagogik; Sonderschulwesen; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Sekundarbereich; Teaching method; Lehrmethode; Unterrichtsmethode; Likert-Skala; Gemeinschaftskunde; Beobachtung; Survey; Umfrage; Befragung; Selbstbestimmung
Abstract	Universal design for transition (UDT) refers to an approach to instructional planning, delivery, and assessment that bridges the gap between teaching academic and functional/transition goals. It builds upon the principals of universal design for learning (UDL) assuring that instructional practices are designed to meet the needs of diverse learners through the use of multiple means of engagement, expression, and representation. UDT assures that instruction includes multiple transition domains, multiple transition assessment, multiple resources/perspectives and student self-determination to support academic achievement and the transition to adult life. The purpose of this study was to determine whether the use of a UDT approach to instructional design and delivery had the results predicted when used in a high school social studies class. A single subject multiple-treatment design was used to determine the impact of each instructional approach. Quantitative data was gathered through observation and survey of 6 students at the secondary-education level. The findings indicated that students with disabilities were more interested and engaged and had better academic achievement when a UDT approach was used compared to the other two approaches. Implications for UDT being an effective evidence-based approach to instruction and assessment, as well as future research on UDT are presented. (As Provided).
Anmerkungen	i-manager Publications. 3-343 Hill View, Town Railway Nagar, Nagercoil 629001, Tamil Nadu, India. Tel: +91-4652-276675; e-mail: info@imanagerpublications.com; Web site: http://www.imanagerpublications.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01