Preparation and Experiences for Implementation Teacher Candidates' Perceptions and Understanding of Unversal Design for Learning

Since UDL aims to provide learning environments functional for the most extensive number of learners possible, the needs for individualizing these environments can be minimized (Curry, Cohen, & Lightbody, 2006). The Center for Applied SpecialTechnology (CAST, 2014) provides three core principles...

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Bibliographic Details
Published in:Issues in teacher education 2018-03, Vol.27 (1), p.73-93
Main Authors: Takemae, Natsuko, Dobbins, Nicole, Kurtts, Stephanie
Format: Article
Language:English
Subjects:
Academic standards
Access to Education
Beliefs, opinions and attitudes
Classroom techniques
Classrooms
Curriculum Development
Curriculum Implementation
Data analysis
Disabilities
Education policy
Education reform
Educational Change
Educational Finance
Educational Objectives
Elementary Education
Elementary School Teachers
Focus Groups
Handicapped accessibility
Higher education
Instructional design
Interviews
Learner Engagement
Learning
Learning Strategies
Legislation
Methods
No Child Left Behind Act 2001-US
Phenomenology
Planning
Preservice Teacher Education
Preservice Teachers
Public opinion
Qualitative Research
Regular and Special Education Relationship
Research methodology
Secondary education
Special Education
Special Education Teachers
Student Attitudes
Student teachers
Students
Teacher education
Teaching
Teaching Experience
Teaching Methods
Universal design
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Summary:Since UDL aims to provide learning environments functional for the most extensive number of learners possible, the needs for individualizing these environments can be minimized (Curry, Cohen, & Lightbody, 2006). The Center for Applied SpecialTechnology (CAST, 2014) provides three core principles of UDL: (1) multiple means of representation; (2) multiple means of action and expression; and (c) multiple means of engagement. Because individuals have varied skills, needs, and interests in relation to their learning, uniquely coordinated by individuals' brain networks, each of these three core principles are derived from activating the following brain networks: (a) recognition networks making connections with the what of learning; (b) strategic networks making links with the how to learning; and (c) affective network activating the why to learning (CAST, 2014). [...]the UDL principles from Universal Design for Learning Guidelines- Version 2.0 (CAST, 2011) were utilized to guide subcategorization of UDL features identified in the lesson review protocol. [...]the results of the lesson plan reviews were grouped according to the UDL principles; (1) multiple means of representation, (2) multiple means of action and expression in, and (3) multiple means of engagement.
ISSN:1536-3031