Electronic Journal for Inclusive Education
Abstract
The authors of this paper describe how teams of preservice and inservice special and general education teachers implemented universal design for learning (UDL) in inclusive classrooms. An examination of the teachers’ perceptions concerning UDL contributed to understanding how the general education curriculum can be adapted for successful learning for all students. The study was guided by the following two research questions: (1) how do preservice and inservice teachers understand the concept of universal design for learning and (2) how do preservice and inservice teachers perceive the use of an educational software program in implementing instructional accommodations for students with mild/moderate educational disabilities? Themes emerging from the study included participants’ perceptions of universal design for learning and the use of educational software as (1) an effective instructional approach addressing needs of all students, (2) creating high levels of success in learning for students, (3) creating high levels of engagement for students.
Repository Citation
Kurtts, S. A.
(2006).
Universal Design for Learning in Inclusive Classrooms,
Electronic Journal for Inclusive Education, 1
(10).
Included in
Curriculum and Instruction Commons, Curriculum and Social Inquiry Commons, Disability and Equity in Education Commons, Special Education Administration Commons, Special Education and Teaching Commons
