Implementing a UDL Framework: A Study of Current Personnel Preparation Practices

Abstract

Young adults with intellectual disability (ID) continue to experience the least successful postschool outcomes among transition-aged youth ( Sanford et al., 2011 ). Experts disagree on the most effective approach to improve outcomes such as employment, postsecondary education, and community living. In 2015, the National Goals Conference brought together educational researchers to set an agenda to guide the field in terms of research, practice, and policy ( Thoma, Cain, & Walther-Thomas, 2015 ). One of their recommendations, based on promising research and practices, urged the field to identify effective personnel preparation and professional development practices that ensure general and special educators can implement a UDL framework ( Thoma, Cain, et al., 2015 ). This study surveyed program coordinators at accredited universities to determine what is currently being done to prepare educators to implement a Universal Design for Learning (UDL) framework, the extent to which a UDL framework is being incorporated into preservice courses in higher education, and how a UDL framework is being used to improve postschool outcomes for youth with ID.

Conception d’un cours privé en ligne sur la formation hybride pour le personnel pédagogique du collégial à partir de la conception universelle de l’apprentissage : étude de cas et considérations pratiques

“…Développée dès les années 1990 par Meyer et Rose, cette conception reconnait que, dans une classe, il existe une grande variété d'apprenants et qu'un enseignement conçu selon un modèle unique ne répond pas à tous les besoins. Plutôt que de chercher à compenser les difficultés des apprenants par des mesures d'adaptation, cette conception met de l'avant les forces individuelles, diminue les défis potentiels et adapte le contenu de la manière la plus efficace possible (Beaudoin, 2013;Scott, Thoma, Puglia, Temple et D'Aguilar, 2017). Afin de répondre en amont aux besoins des apprenants, la CUA s'attarde à revoir la conception même du cours par une planification rigoureuse et systématique de ce dernier (Rogers-Shaw et al, 2018).…”

Atitudes E Práticas Pedagógicas De Inclusão Para O Aluno Com Autismo

“…Estudos conduzidos em países desenvolvidos, mostram evidências científicas de sucesso nas adaptações e acomodações curriculares junto ao aluno com TEA, especialmente aqueles que também têm deficiência intelectual (SCOTT et al, 2017). Esses estudos reportam adaptações e acomodações curriculares voltadas para um ambiente escolar que desenvolve no aluno potencialidades e os estimula tanto nas habilidades de aprendizagem como as de funcionamento adaptativo (SMITH, LOWREY, 2017; NATIONAL GUIDELINE ALLIANCE, 2016; ORSATI, 2013).…”

Supporting high school math and science teachers with universal design for learning implementation

“…To implement any new instructional practice, a thoughtful professional learning plan that meets all adult learners' needs is a necessity. Professional development for all teachers will be critical around UDL to ensure it is implemented with fidelity to support all students in all classrooms (Scott, Thoma, Puglia, Temple, & D'Aguilar, 2017). Digital tools and resources are often cited as a tool for the successful implementation of UDL to support students with disabilities (Basham, Lowrey, & deNoyelles 2010;Cervara & Cantabrana, 2015;Coyne, Evans, & Karger 2015;Flagg-Williams & Bokhorst-Heng, 2016;Hitchcock, Rao, Chuan, & Yuen 2016;Koenig.…”