Modeling, Guided Instruction, and Application of UDL in a Rural Special Education Teacher Preparation Program

Abstract

Implementation of universal design for learning (UDL) in undergraduate special education programs offers a valuable foundation for training preservice teachers to educate K-12 students in rural schools. In this article, we provide an overview of UDL and the integration of multiple means of representation, engagement, and expression in assessment, classroom management, and instructional planning courses. We share examples of faculty modeling, guided instruction, and preservice teacher application of UDL components with case studies and K-12 students in practicum experiences. We discuss challenges, implications, and next steps for integrating UDL in rural university and K-12 classrooms to meet the needs of diverse learners.

Children with Special Needs' Opinions and Problems about Inclusive Practices

“…Farklı gereksinimler ile gelişim ve öğrenme özelliklerine sahip olan, bu nedenle de kendilerine sunulan tek tip öğretimden eşit düzeyde yararlanamayan kaynaştırma eğitimi alan öğrencilerin bulunduğu sınıflarda farklı duyulara hitap eden farklı materyallerin, düz anlatım yönteminin yanı sıra işbirlikçi öğrenme, keşfederek öğrenme, doğrudan öğretim gibi farklı yöntemlerin kullanılması gerektiği unutulmamalı; öğretme ve öğrenme süreçlerinde akran desteğine ve öğretimine mutlaka yer verilmelidir (Prater, 2006). Hem farklılaştırılmış öğretim hem de öğrenme için evrensel tasarımda öğretmenlerin sözü edilen farklı yöntemleri uygulayarak öğrencilerine eşit öğrenme fırsatları sunabilecekleri, öğrencilerin birbirleriyle ve öğretmenleriyle etkili etkileşim kurabilecekleri işbirlikçi bir sınıf ortamı yaratabilecekleri vurgulanmaktadır (Evans, Williams, King ve Metcalf, 2010).…”

An Exploration of Universal Design Principles in a Special Education Teacher Preparation Course: Part I

“…Evans, Williams, King and Metcalf (2010) described UDL implementation in three undergraduate special education teacher preparation courses [6]. The authors described the course activities that related to the UDL principles and methods in which they demonstrated them in their own teaching.…”

“…The authors described the course activities that related to the UDL principles and methods in which they demonstrated them in their own teaching. For example, for some of the content the students viewed a video or digital demonstration of a UDL/direct instruction lesson plan being implemented in a classroom and discussed what worked and what did not to assess how the lesson might be changed in the future [6]. Students also completed UDL lesson plans or units that required the inclusion of low tech and high tech methods and materials and the identification of barriers and related solutions [6].…”

“…For example, for some of the content the students viewed a video or digital demonstration of a UDL/direct instruction lesson plan being implemented in a classroom and discussed what worked and what did not to assess how the lesson might be changed in the future [6]. Students also completed UDL lesson plans or units that required the inclusion of low tech and high tech methods and materials and the identification of barriers and related solutions [6]. This particular study did not report student performance measures and studies in higher education reporting such measures are limited.…”

“…Higher education faculty are continuously seeking innovative ways to prepare future educators to meet the educational needs of the diverse learners they will likely encounter one day when they have a classroom of their own [6]. Ideally, higher education faculty would be able to incorporate UDL methodologies while teaching the teacher preparation courses necessary for accreditation and teaching licensure.…”