Approaching Explicit Instruction Within a Universal Design for Learning Framework

Foxworth, Lauren L.; Hashey, Andrew I.; Dexter, Courtney A.; Rasnitsyn, Shelly; Beck, Rachel

doi:10.1177/00400599211010190

Cited by 4 publications

(3 citation statements)

References 11 publications

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“…These provisions, for example, encourage the use of Universal Design for Learning principles in classroom teaching, such as incorporating multiple modes in lesson delivery (i.e., using a combination of spoken language and visual or moving images; CAST, 2022). Universal Design for Learning aims to maximise access and engagement in preferred ways for all students (Foxworth et al, 2022). Other provisions emphasise personalised learning focused on individual student strengths and interests, as well as reasonable adjustments (Price & Slee, 2021).…”

Section: Discussionmentioning

confidence: 99%

‘That’s Not Something That’s Necessarily on the Radar’: Educators’ Perspectives on Dysgraphia

Kalenjuk,

Subban,

Laletas

et al. 2024

Australas. j. spec. incl. educ.

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This qualitative study focused on educators’ perspectives of teaching students with dysgraphia. Dysgraphia can be referred to as a specific learning disorder (SLD) in writing and includes difficulties with handwriting, spelling, and/or composition skills. To explore the educators’ experiences, an interpretative phenomenological analysis method was implemented. This involved generating semistructured interviews and locating key concepts from these interviews, in tandem with researcher reflections. The results indicated that educators developed their self-efficacy in supporting students with dysgraphia on the job, augmented by self-guided and external searches for information about dysgraphia. The participants described their colleagues as generally unable to provide them with dysgraphia-specific knowledge due to a lack of awareness of dysgraphia within schools. Two of the three educators pursued Multisensory Structured Language training, departing the classroom to work in private tuition. Three teachers offered strategies for supporting students with dysgraphia, such as explicit, systematic, scaffolded, and repetitive instruction coupled with assistive technologies or lined paper and slant boards. The study concluded that dysgraphia-specific professional learning, coupled with collective efficacy, could proactively build teachers’ capacity and self-efficacy in supporting dysgraphia within an inclusive education context. These measures would more aptly support students with dysgraphia to reach their potential.

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Section: Discussionmentioning

confidence: 99%

‘That’s Not Something That’s Necessarily on the Radar’: Educators’ Perspectives on Dysgraphia

Kalenjuk,

Subban,

Laletas

et al. 2024

Australas. j. spec. incl. educ.

View full text Add to dashboard Cite

show abstract

“…• Instructors could provide both written and verbal feedback to the practicum students for all lesson As Foxworth et al (2021) argued, educational approaches such as UDL and explicit instruction do not have to be "practiced in isolation" but, instead, "in concert with each other" (p. 269). Combining educational approaches will make "instruction accessible to the broadest range of stakeholders and in the most impactful manner possible" (p. 269).…”

Section: Critical Reflectionmentioning

confidence: 99%

Universal Design for Learning and Direct Instruction in a Special Education Practicum

Caballero,

Liss

2023

JTILT

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The Instructional Planning Project (IPP) assignment is set in an online practicum course for graduate students in a high incidence special education teacher preparation program. The IPP assignment is the culminating assignment in a sixteen-week long course. The course provides students with a lesson plan template, for a reading or math lesson, that integrates direct instruction and Universal Design for Learning. The template is used for the major IPP assignment as well as for prior lesson plan assignments. Detailed instructions and a rubric are provided on Canvas, the learning management system, for the IPP assignment, where practicum students infuse Universal Design for Learning principles into a direct instruction lesson.

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“…Explicit instruction can be embedded into all aspects of lesson design as they can improve outcomes for diverse learners of all ability levels (Riccomini et al 2017). The foundational aspects of explicit instruction include content, lesson development, delivery skills, and practice and should follow a scaffolded structure that begins with increased teacher support and then fades to student independence as the lesson progresses (Foxworth et al 2021), inclusive of the provision of frequent, varied opportunities for engagement and practice with immediate, specific feedback (Hughes et al 2017).…”

Section: Active Learning In Teacher Preparationmentioning

confidence: 99%

Using Mixed Reality to Support Inclusive Teaching Strategies in General and Special Education Preparation Programs

Peterson-Ahmad,

Keeley,

Frazier

2023

Social Sciences

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Preparing teacher candidates to provide learning strategies that support the differentiated needs of students should be at the forefront of all educator preparation programs (EPPs). Teacher candidates must become fluid in providing strategies that promote students’ individualized academic and social–emotional growth as well as strategies that support effective collaboration to enhance student productivity across the school environment. This pilot study explored the use of mixed reality (e.g., Mursion) as a tool to support pre-service general and special education teacher preparation and improvement of self-efficacy related to student engagement and instructional strategies. This study collected data on teacher candidates’ pre-/post-self-efficacy and participant self-reflections from an EPP in the United States. The results of this study yielded ideas as to how EPPs can better support teacher candidate preparation using a mixed-reality platform, as data revealed participant increase in self-efficacy and gains in the use of student engagement and instructional strategies that supported the use of evidence-based and high-leverage practices.

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Approaching Explicit Instruction Within a Universal Design for Learning Framework

Cited by 4 publications

References 11 publications

‘That’s Not Something That’s Necessarily on the Radar’: Educators’ Perspectives on Dysgraphia

‘That’s Not Something That’s Necessarily on the Radar’: Educators’ Perspectives on Dysgraphia

Universal Design for Learning and Direct Instruction in a Special Education Practicum

Using Mixed Reality to Support Inclusive Teaching Strategies in General and Special Education Preparation Programs

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