Exploring the Implementation of Lesson-Level UDL Principles through an Observation Protocol

Autor/inn/en	Van Boxtel, Joanne M.; Sugita, Trisha
Titel	Exploring the Implementation of Lesson-Level UDL Principles through an Observation Protocol
Quelle	In: International Journal of Inclusive Education, 26 (2022) 4, S.348-364 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Van Boxtel, Joanne M.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1360-3116
DOI	10.1080/13603116.2019.1655596
Schlagwörter	Lesson Plans; Access to Education; Classroom Observation Techniques; Educational Principles; Alignment (Education); Teacher Attitudes; Educational Strategies; Teaching Methods; Preservice Teachers; Special Education; Students with Disabilities; College Faculty; Teacher Educators; Urban Schools; Special Education Teachers; Preservice Teacher Education; California + Suchen Sie Ihr Suchwort? Lesson planning; Unterrichtsplanung; Education; Access; Bildung; Zugang; Bildungszugang; Bildungsprinzip; Lehrerverhalten; Lehrstrategie; Teaching method; Lehrmethode; Unterrichtsmethode; Special needs education; Sonderpädagogik; Sonderschulwesen; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Fakultät; Teacher education; Lehrerausbildung; Lehrerbildung; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Special education; Teacher; Teachers; Sonderpädagoge; Lehrer; Lehrerin; Lehrende; Lehramtsstudiengang; Kalifornien
Abstract	The researchers piloted an observational protocol to examine the Universal Design for Learning (UDL) principles and checkpoint strategies used during daily instruction with a small sample of general and special education teachers. Observational research on UDL has been recommended within the literature. Researchers used the high-leverage practice of explicit instruction as the anchor for the design of the observation protocol. Findings indicate there is alignment between observed UDL principles and strategies employed at the lesson level and teachers' self-reports of the UDL principles and strategies employed. Findings also suggest that teachers are using several UDL principles within their daily instruction and that there is overlap among UDL checkpoint strategies and aligned UDL principles. Essential UDL principles that pre-service and in-service teachers are expected to deliver at the lesson level can be prioritised to ensure a developmental approach to the implementation of UDL. Implications and recommendations for future research are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01