Acquisition and application: universal design for learning with teacher candidates in special education: general curriculum and the dual major in elementary education and special education: general curriculum
- UNCG Author/Contributor (non-UNCG co-authors, if there are any, appear on document)
- Natsuko Takemae (Creator)
- Institution
- The University of North Carolina at Greensboro (UNCG )
- Web Site: http://library.uncg.edu/
- Advisor
- Stephanie Kurtts
Abstract: The overall purpose of this study was to examine teacher candidates' perceptions toward Universal Design for Learning (UDL) in the following areas: (1) their understanding of UDL; (2) their experiences and observations in how UDL was implemented in classrooms; (3) their implementation and application of what they learned related to UDL to classroom teaching practices; and (4) their experiences in (a) support, (b) resources, (c) procedures, (d) benefits, and (e) challenges related to understanding and implementing UDL. To fulfill this purpose, this study explored these perceptions of teacher candidates in special education, general curriculum major, as well as teacher candidates in the dual major in elementary education and special education: general curriculum. A total of six teacher candidates, three of them majored in the special education: general curriculum, and three others majored in the elementary education and special education: general curriculum dual major, participated in this study. Five individual interviews and one focus group interview were conducted to describe the participants' perceptions toward UDL. A series of the lesson plan reviews were conducted to describe what aspects of UDL principles teacher candidates applied to their classroom teaching practices. Results of the individual interviews and the focus group interview were highlighted and categorized into themes based on clusters of meanings. Emerging themes from individual interviews and the focus group were (1) benefits and practicality, (2) dedication to building UDL competency, (3) collegial support, (4) overcoming challenges, (5) advanced application, and (6) personal commitment. UDL principles included in the participants' series of lesson plans were organized into categories such as (a) representation, (b) action and expression, and (c) engagement. Emerging patterns from the lesson plan reviews were consistent with themes emerging from the individual interviews and the focus group interview. The emerging themes suggested that teacher candidates' understanding, implementation, and application of what they learned in relation to UDL were supported by their experiences fostered by their UDL training in the program. This finding may add insight into how these teacher candidates conceptualize their understanding of UDL principles and application of these principles to their teaching experiences in the field of special education.
Acquisition and application: universal design for learning with teacher candidates in special education: general curriculum and the dual major in elementary education and special education: general curriculum
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Created on 5/1/2015
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Additional Information
- Publication
- Dissertation
- Language: English
- Date: 2015
- Keywords
- Elementary Education, General Curriculum (K-12), Special Education, Teacher Candidates, Teacher Preparation, Universal Design for Learning
- Subjects
- Inclusive education
- Universal design
- Student teachers $z United States $x Attitudes