Accessibility in Post Secondary Education: Application of UDL to College Curriculum

Autor/inn/en	Pace, Darra; Schwartz, Diane
Titel	Accessibility in Post Secondary Education: Application of UDL to College Curriculum
Quelle	5 (2008) 12, S.20-26 (7 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1548-6613
Schlagwörter	Learning Theories; College Curriculum; Inclusive Schools; Models; Educational Philosophy; Disabilities; Cultural Differences; Special Education Teachers; Access to Education; Educational Legislation; Federal Legislation; College Faculty; Teacher Surveys; Educational Technology; Computer Mediated Communication; Student Participation; Case Studies; Educational Environment; Barriers; Data Analysis; United States + Suchen Sie Ihr Suchwort? Learning theory; Lerntheorie; Inclusive school; Integrative Schule; Analogiemodell; Bildungsphilosophie; Erziehungsphilosophie; Handicap; Behinderung; Kultureller Unterschied; Special education; Teacher; Teachers; Sonderpädagoge; Sonderpädagogik; Sonderschulwesen; Lehrer; Lehrerin; Lehrende; Education; Access; Bildung; Zugang; Bildungszugang; Bildungsrecht; Schulgesetz; Bundesrecht; Fakultät; Unterrichtsmedien; Computerkonferenz; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Case study; Fallstudie; Case Study; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Auswertung; USA
Abstract	The inclusion of students with disabilities at the university is a relatively new occurrence in the field of special education. Although legislation in the United States has supported the acceptance of students with disabilities at the post-secondary level, it has only provided minimal support with the emphasis on the learner rather than the curriculum. Now we are looking for multiple ways for students to access learning and demonstrate mastery. Universal Design for Learning (UDL) is currently seen as a means to reconceptionalize curriculum. This study examines the experience of four professors and their effort to use a Classroom Performance System (CPS) as part of reformatting their courses using UDL. The Center for Applied Special Technology, CAST (2001) states that the goal of Universal Design for Learning is to develop teaching methods that enable all students with diverse learning needs, including those with disabilities and cultural differences, to have equal access to classroom curriculum. This paradigm shift echoes the move in special education from a deficit model to a minority rights model put forward by Hahn (1989), and which is the basis of inclusive educational philosophy. Together inclusion and UDL create learning environments that strive to serve all students. This research describes the implementation of clickers as part of the CPS program in college courses in a special education teacher preparation program. The case study demonstrates how technology can provide access for all learners with positive outcomes such as increased participation and application of knowledge. It also illustrates some of the difficulties in making this pedagogical paradigm shift particularly in the use of technology, and the value of overcoming the existing barriers in place. (As Provided).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10