Providing Access for Students with Moderate Disabilities: An Evaluation of a Professional Development Program at a Catholic Elementary School

Cunningham, Matthew P.; Huchting, Karen; Fogarty, Diane; Graf, Victoria L.

doi:10.15365/joce.2101072017

Cited by 9 publications

(10 citation statements)

References 38 publications

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“…However, coaching as PD has emerged to provide teachers with the capacity to implement new practices. Coaching teachers in the use of the UDL framework has only appeared in one case study (Cunningham et al, 2017). Four UDL coaches worked with eight classroom teachers over the course of 18-months in a customized PD program of UDL coaching.…”

Section: Professional Development and Udl Implementationmentioning

confidence: 99%

Effects of coaching on Universal Design for Learning implementation

Craig¹

2022

IJMCE

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PurposeThis paper examines instructional coaching as a means to support teachers at all levels in primary and secondary schools in implementing new and innovative practices using the Universal Design for Learning (UDL) framework as a design guide.Design/methodology/approachThis mixed-methods study compared the impact of an instructional coaching intervention around the implementation of the UDL framework on educators versus the UDL implementation efforts of educators who did not receive the coaching intervention. Coached participants shared their experiences with the coaching cycle. These qualitative data were collected through teacher interviews, self-assessments, and observations. The data assisted in the interpretation of the quantitative findings from a quasi-experimental pre-test–post-test comparison group design.FindingsThe results of this study revealed positive outcomes for teachers in knowledge and application of UDL, although not at statistically significant levels. The qualitative data collected supported the positive gains and revealed that teachers valued and changed their practices from the use of coaching as they navigated the implementation of UDL in their learning environments.Research limitations/implicationsOne limitation to be noted includes the district site that participated in this study had used the UDL framework for several years and maintained high expectations for teachers to increase their UDL-aligned practices each year. Therefore, all teachers who participated in this study were under the same district evaluative expectations to participate in professional development at some level to increase proficiency with UDL implementation, whereas a district in the beginning stages of UDL implementation might serve as a better gauge of growth. Additionally, the control participants were self-identified and not randomly assigned.Originality/valueThis study is one of the first conducted that investigates the effect of instructional coaching on teachers' increased understanding and implementation of the UDL framework. This study examines instructional coaching as a stand-alone professional development in supporting teachers' use of UDL in design-inclusive classrooms. Written into US law, the UDL framework is a scientifically valid framework that supports teachers with the design of flexible and accessible classrooms for an increasingly diverse population of students.

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Section: Professional Development and Udl Implementationmentioning

confidence: 99%

Effects of coaching on Universal Design for Learning implementation

Craig¹

2022

IJMCE

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“…Por otra parte, Lowrey et al (2017) plantea el rediseño de sus objetivos, métodos y materiales para ofrecer a todos los estudiantes oportunidades de aprendizaje (compromiso) y a la vez, que los métodos y materiales anticipen las barreras visuales, auditivas y de espacio físico que permitan asegurar la accesibilidad universal (representación). Finalmente, el estudio de Cunningham et al (2017) presenta el rediseño de un programa de desarrollo profesional docente en una escuela regular para asegurar el acceso de estudiantes con discapacidad intelectual, para lo cual sus objetivos, métodos, materiales y evaluación se basan en el trabajo conjunto, la retroalimentación y la participación de todos los estudiantes (compromiso) y, a la vez, sus objetivos, métodos y materiales aseguran la accesibilidad a través de modelación, demostraciones y uso de herramientas que permitan una mayor comprensión (representación). Junto con lo anterior, destacan además dos investigaciones que no especifican el rediseño de algún componente.…”

Section: Estudiounclassified

“…Para ello, en la planificación de los objetivos se relevó la importancia de la pertenencia y compromiso, lo que asegura de esta manera la participación de los estudiantes, ya sea para convertirse en lectores y escritores expertos y aprendices especialistas en el pensamiento disciplinario (Gravel, 2018), como para favorecer el involucramiento en las diversas oportunidades de aprendizaje (Katz, 2015;Lowrey et al, 2017). En los trabajos analizados, esto se concretaba en el uso de diversas herramientas (Hall et al, 2015;Katz y Sokal, 2016) y en distintos momentos del desarrollo profesional (Vitelli, 2015;Cunningham et al, 2017;Evmenova, 2018; Takemae, Dobbins y Kurtis 2018). Respecto de la metodología, la mayoría de estas investigaciones reportan planificaciones de aula en las que se utilizan métodos de enseñanza basados en diversos enfoques de manera que aseguren la participación, con énfasis en el uso de métodos de modelamiento y mediación para asegurar el aprendizaje en conjunto entre todos los estudiantes.…”

Section: Estudiounclassified

“…Respecto del principio de representación, en 11/13 de los artículos analizados se relacionan explícitamente los componentes del currículo con las diversas maneras en que los estudiantes perciben y comprenden la información. Respecto de los objetivos, estos buscan promover la comprensión y el entendimiento de los contenidos (Katz, 2015;Andersen y Nash, 2016;Gravel, 2018), de las herramientas digitales a disposición del proceso de aprendizaje (Basham, Smith y Satter, 2016;Navarro et al, 2016) y de las diversas prácticas que permiten avanzar en la formación de docentes (de formación inicial o formación en servicio) incorporando la búsqueda de la accesibilidad para estudiantes con y sin discapacidad intelectual (Cunningham et al, 2017;Evmenova, 2018;Takemae, Dobbins y Kurtis, 2018).…”

Section: Estudiounclassified

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Contribuciones del diseño universal para el aprendizaje a la implementación de un currículo accesible para estudiantes con y sin discapacidad intelectual

Núñez-Sotelo

López

2022

Rev. Bras. Educ.

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RESUMEN A partir del creciente interés que ha suscitado la contribución del diseño universal para el aprendizaje, en esta investigación se propuso examinar en qué medida los componentes del currículo planificados desde este enfoque contribuyen a la accesibilidad y flexibilidad curricular. Se realizó una revisión sistemática de literatura del periodo 2014-2019 en las bases de datos Web of Science, ERIC, Scopus y ProQuest Central. Los resultados muestran que el aseguramiento de la accesibilidad requiere de la aplicación del diseño universal para el aprendizaje con un uso armónico de todos sus principios en cada uno de los componentes del currículo, con especial énfasis en la facilitación de la expresión de los aprendizajes estratégicos para la resolución de problemas. Se discute cómo el rediseño curricular desde esta perspectiva ofrece nuevas opciones de apoyos para el aprendizaje de las y los estudiantes que favorecen el uso de recursos semióticos multimodales.

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“…Furthermore, early childhood special education classrooms offered through the public school system tend to be self-contained rather than inclusive learning environments. Across the different early childhood education settings, programs grapple with resource constraints, which limit the program's flexibility in terms of class size and classroom staffing (Cunningham et al, 2017). For example, the State of Georgia offers a lottery-funded public pre-K program for 4-year-olds, including funding options for inclusion classrooms.…”

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confidence: 99%

Social Communication Predictors of Successful Inclusion Experiences for Students With Autism in an Early Childhood Lab School

2020

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Purpose This study examined predictors of preschool enrollment and attendance in an inclusive, university-based lab preschool (Preschool Education Lab [PEL]) serving children with and without autism spectrum disorder (ASD). Method PEL operates as a full-day, state-licensed preschool and consists of three classrooms serving 2-, 3-, and 4-year-olds (class sizes of 12, 16, and 18 children, respectively). Between July 2018 and October 2019, parents of 84 children with a prior diagnosis of ASD or parental concerns about ASD contacted PEL to seek enrollment. Parents completed several eligibility surveys, including a demographic survey and the MacArthur-Bates Communicative Development Inventories (MB-CDI). The process for determining eligibility and enrollment consisted of four steps: Step 1, review of eligibility surveys to select children for an in-person eligibility observation (EO); Step 2, completion of an in-person EO to determine program eligibility; Step 3, enrollment of eligible and interested families; and Step 4, sustained PEL attendance. Results We used logistic regression analyses to identify child or demographic characteristics that predict decisions at each step. Results show that parent-reported early gestures (MB-CDI) were the strongest predictor of PEL's decision to invite children for an EO (Step 1). Furthermore, higher parent-reported language skills (MB-CDI, Words Produced) and a younger chronological age were the strongest predictors of PEL's decision to invite families to enroll (Step 2). Whether eligible families chose to enroll (Step 3) and whether enrolled families chose to remain enrolled (Step 4) were best explained by practical family considerations such as tuition expenses, daily commute, and alternative programming options. Conclusion This research paints a complex picture of forces that influence placement decisions for children with ASD who seek enrollment in an inclusive early childhood education program. A better understanding of these forces is necessary to evaluate outcomes and increase access to inclusive preschool options for children with ASD.

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Providing Access for Students with Moderate Disabilities: An Evaluation of a Professional Development Program at a Catholic Elementary School

Cited by 9 publications

References 38 publications

Effects of coaching on Universal Design for Learning implementation

Effects of coaching on Universal Design for Learning implementation

Contribuciones del diseño universal para el aprendizaje a la implementación de un currículo accesible para estudiantes con y sin discapacidad intelectual

Social Communication Predictors of Successful Inclusion Experiences for Students With Autism in an Early Childhood Lab School

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