Teacher Candidates' Abilities to Develop Universal Design for Learning and Universal Design for Transition Lesson Plans

Autor/inn/en	Scott, LaRon; Bruno, Lauren; Gokita, Tonya; Thoma, Colleen A.
Titel	Teacher Candidates' Abilities to Develop Universal Design for Learning and Universal Design for Transition Lesson Plans
Quelle	In: International Journal of Inclusive Education, 26 (2022) 4, S.333-347 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1360-3116
DOI	10.1080/13603116.2019.1651910
Schlagwörter	Preservice Teachers; Access to Education; Lesson Plans; Special Education; Inclusion; Undergraduate Students; Regular and Special Education Relationship; Students with Disabilities; Curriculum Development + Suchen Sie Ihr Suchwort? Education; Access; Bildung; Zugang; Bildungszugang; Lesson planning; Unterrichtsplanung; Special needs education; Sonderpädagogik; Sonderschulwesen; Inklusion; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung
Abstract	The current study was used to examine a universal design for learning (UDL) and universal design for transition (UDT) training intervention that was provided to 52 preservice and inservice teacher candidates enrolled in 2 special education teacher method courses. The UDL and UDT frameworks were used to support teachers' efforts to develop lesson plans that meet a full range of student academic and transition needs. Following the intervention, teacher candidates showed significant improvements incorporating UDL and UDT components into lesson plans. Candidates reported widespread agreement that the UDL and UDT frameworks provided opportunities to develop lesson plans inclusive of all students, including students with disabilities in general education classrooms, and that the UDT framework would make learning opportunities more engaging and relevant for students. Limitations and implications for teacher education programmes are included. Future research regarding interventions and potentials for improved training of preservice and inservice special education teachers was discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01