The Effects of Professional Development on Universal Design for Instruction on Faculty Perception and Practice

Autor/inn/en	Park, Hye Jin; Roberts, Kelly; Delise, Danielle
Titel	The Effects of Professional Development on Universal Design for Instruction on Faculty Perception and Practice
Quelle	In: Journal of Postsecondary Education and Disability, 30 (2017) 2, S.123-139 (17 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
Schlagwörter	Access to Education; Faculty Development; Teacher Attitudes; Distance Education; Assistive Technology; Case Studies; Qualitative Research; Followup Studies; College Students; College Faculty; Disabilities; Surveys; Interviews + Suchen Sie Ihr Suchwort? Education; Access; Bildung; Zugang; Bildungszugang; Lehrerverhalten; Distance study; Distance learning; Fernunterricht; Case study; Fallstudie; Case Study; Qualitative Forschung; Follow-up studies; Kontaktstudium; Collegestudent; Fakultät; Handicap; Behinderung; Survey; Umfrage; Befragung; Interviewing; Interviewtechnik
Abstract	The authors conducted professional development (PD) for university personnel, focused on Universal Design for Instruction (UDI), over three days during a summer institute. The UDI-focused PD provided 20 hours of training across six content areas: (a) UDI, (b) accessible distance education and assistive technology, (c) student and faculty rights and responsibilities, (d) disability culture, (e) hidden disabilities, and (f) multiculturalism and disability. During the semester following the PD, a qualitative follow-up study was conducted to investigate faculty's implementation of UDI principles and strategies. Four individual faculty cases were analyzed to investigate the ways in which faculty applied UDI principles and strategies. Then, the cases were compared to detect patterns, and identify themes that explain variation in faculty's UDI implementation (Patton, 2015; Stake, 2000, 2006). Three interrelated themes emerged as potential factors influencing faculty's level of UDI implementation: the extent to which faculty (a) conceptualize UDI as an ongoing endeavor (versus a finite, achievable state); (b) engage in self-reflection; and (c) internalize a social model of disability. Implications for practice are discussed. (As Provided).
Anmerkungen	Association on Higher Education and Disability. 107 Commerce Center Drive Suite 204, Huntersville, NC 28078. Tel: 704-947-7779; Fax: 704-948-7779; e-mail: ahead@ahead.org; Web site: http://www.ahead.org/publications/jped
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01