Universal Design for Learning in a Teacher Residency: Re]Framing Tensions through Collaborative Self-Study

Fornauf, Beth S.; Reagan, Emilie Mitescu; McCurdy, Kathryn; Mascio, Bryan; Collins, Marie A.

doi:10.1080/17425964.2022.2129609

Cited by 2 publications

(1 citation statement)

References 36 publications

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“…The idea that all students are different is easy to accept. In our prior work, we have also acknowledged that differences are often hierarchical and value-laden, even when foregrounding variability (Fornauf et al, 2022). Nevertheless, we have yet to dig deeply into this fundamental UDL concept to clearly problematize the very idea of normativity with teacher candidates.…”

Section: Critically Planning For Next Stepsmentioning

confidence: 99%

Rejecting “normal”: UDL as a lever for equity in rural teacher education

Fornauf¹,

Mascio²

2022

New Drctns for Teach & Learn

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This chapter explores the application of Universal Design for Learning (UDL) as a lever for equitable and inclusive pedagogies in teacher education. Building on our prior work as teacher educators in the northeastern United States, we analyze how UDL can be used to support teacher candidates in identifying, interrogating, and resisting problematic practices embedded into the structures of schooling.

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Section: Critically Planning For Next Stepsmentioning

confidence: 99%

Rejecting “normal”: UDL as a lever for equity in rural teacher education

Fornauf¹,

Mascio²

2022

New Drctns for Teach & Learn

Self Cite

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Can We Practice What We Teach?

Mascio,

Fornauf

2024

Advances in Educational Marketing, Administration, and Leadership

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Increasing scholarship and PK-12 practice has included universal design for learning (UDL) as a framework for both the mindset and implementation of inclusive and equitable practice. Preparing new teachers in this way requires teacher educators to ‘practice what they teach' in their own practice of UDL. Building on the authors' prior self-study work, which analyzed applications of UDL in conjunction with DisCrit (disability studies and critical race theory), this chapter describes how these frameworks inform both how and what we teach, and the systemic barriers to equity that our pedagogy has exposed within these contexts. The authors unpack each of these barriers in detail, and offer solutions for combating these barriers, which we believe can empower teacher educators to begin to chip away at deeply oppressive institutional structures, attitudes, and practices, and transform the work of preparing new teachers.

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Universal Design for Learning in a Teacher Residency: Re]Framing Tensions through Collaborative Self-Study

Cited by 2 publications

References 36 publications

Rejecting “normal”: UDL as a lever for equity in rural teacher education

Rejecting “normal”: UDL as a lever for equity in rural teacher education

Can We Practice What We Teach?

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