Approaching Explicit Instruction within a Universal Design for Learning Framework

Autor/inn/en	Foxworth, Lauren L.; Hashey, Andrew I.; Dexter, Courtney; Rasnitsyn, Shelly; Beck, Rachel
Titel	Approaching Explicit Instruction within a Universal Design for Learning Framework
Quelle	In: TEACHING Exceptional Children, 54 (2022) 4, S.268-275 (8 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Foxworth, Lauren L.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0040-0599
DOI	10.1177/00400599211010190
Schlagwörter	Leitfaden; Unterricht; Lehrer; Access to Education; Students with Disabilities; Outcomes of Education; Learning Problems; Blended Learning; Teaching Methods; Direct Instruction; Instructional Effectiveness; Instructional Improvement; Special Education; Prior Learning; Lesson Plans + Suchen Sie Ihr Suchwort? Lesson concept; Instruction; Unterrichtsentwurf; Unterrichtsprozess; Teacher; Teachers; Lehrerin; Lehrende; Education; Access; Bildung; Zugang; Bildungszugang; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Lernleistung; Schulerfolg; Lernproblem; Teaching method; Lehrmethode; Unterrichtsmethode; Direct instructional procedues; Direct instructional approach; Unterrichtsverfahren; Unterrichtserfolg; Unterrichtsqualität; Special needs education; Sonderpädagogik; Sonderschulwesen; Vorkenntnisse; Lesson planning; Unterrichtsplanung
Abstract	Explicit Instruction (EI) and Universal Design for Learning (UDL) have been identified as high-leverage instructional practices in special education, effective for bolstering academic outcomes among learners with processing difficulties and enabling all learners to access curriculum. Given the breadth of research supporting the use of EI across content areas and age groups for individuals with learning disabilities and the importance of intentional, universal design and delivery of lessons that maximize access to content for all learners, teachers and researchers must not only understand EI and UDL but be able to jointly leverage both key instructional practices to create effective and accessible lessons. The purpose of the current article is to demonstrate that EI and UDL can be used in tandem to render instruction in special education accessible to the broadest range of learners, and in the most impactful manner possible. (As Provided).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01