Preparation and Experiences for Implementation: Teacher Candidates' Perceptions and Understanding of Unversal Design for Learning

Autor/inn/en	Takemae, Natsuko; Dobbins, Nicole; Kurtts, Stephanie
Titel	Preparation and Experiences for Implementation: Teacher Candidates' Perceptions and Understanding of Unversal Design for Learning
Quelle	In: Issues in Teacher Education, 27 (2018) 1, S.73-93 (21 Seiten) PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1536-3031
Schlagwörter	Preservice Teachers; Student Attitudes; Access to Education; Preservice Teacher Education; Phenomenology; Special Education; Special Education Teachers; Elementary Education; Elementary School Teachers; Qualitative Research; Teaching Experience; Disabilities; Regular and Special Education Relationship; Interviews; Curriculum Development; Curriculum Implementation; Focus Groups; North Carolina (Greensboro) + Suchen Sie Ihr Suchwort? Schülerverhalten; Education; Access; Bildung; Zugang; Bildungszugang; Lehramtsstudiengang; Lehrerausbildung; Phenomenological psychology; Phänomenologie; Psychologie; Special needs education; Sonderpädagogik; Sonderschulwesen; Special education; Teacher; Teachers; Sonderpädagoge; Lehrer; Lehrerin; Lehrende; Elementarunterricht; Elementary school; Grundschule; Volksschule; Qualitative Forschung; Handicap; Behinderung; Interviewing; Interviewtechnik; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung
Abstract	As public schools strive to provide all students access to and success with the general curriculum, potentially leading them to postsecondary educational opportunities that prepare them for fulfilling and engaging careers, recent federal legislation clearly reflects the need to ensure that all students are supported in achieving rigorous educational goals. One of the instructional supports addressed in the legislation is Universal Design for Learning (UDL). In order to further explore effective use and implementation of UDL in classrooms, the present study examined special education teacher candidates' perceptions toward UDL principles and applications to their field-based teaching experiences. This phenomenological study with six teacher candidates in special education and the dual major in elementary education and special education may add an insight into effective ways of preparing teacher candidates acquire and apply UDL principles to their teaching practices. (ERIC).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01