Universal Design for Learning

Abstract

Students with disabilities are increasingly educated in inclusive settings. Despite this shift, general education teachers typically do not receive adequate preparation for meeting their learning needs. Such deficiencies in preparation have lasting negative postsecondary consequences for students with disabilities. Universal Design for Learning (UDL), a framework of principles for curriculum development that seeks to provide all students with an opportunity to learn, is commonly cited as an educational approach that facilitates inclusive settings. Research suggests that UDL-based instruction fosters improved learning outcomes for students with and without disabilities. The purpose of this study is to examine the incorporation of UDL into preservice general education teacher preparation programs. An online survey was administered to general education faculty members in programs participating in Teacher Quality Enhancement (TQP) grants. TQP participants are expected to prepare educators to understand teaching practices and research that are consistent with UDL. The data collected indicate that UDL is being taught in a wider range of programs and states than previously documented. However, the depth of this penetration appears limited; the survey results suggest that awareness and instruction of the framework were modest for programs with TQP grants. Among faculty who do teach UDL, nearly all address all three UDL principles. At least two thirds provide instruction on seven of the nine associated guidelines. Several barriers to instruction were identified, including a lack of awareness andamong those aware of it-insufficient knowledge of the framework. Recommendations for future research are also discussed.

Exploring Ways to Support Preservice Teachers’ Use of UDL in Planning and Instruction

“…More work is needed to facilitate supporting preservice teachers to think differently about students' action and expression. Findings from Vitelli (2015) and Scott et al (2017) support improvement of the implementation of the UDL framework by preservice teacher educators and cooperating teachers in order to impact the improvement of the implementation of preservice teachers. Intervention efforts may need to be directed towards preservice teacher educators, university supervisors, and cooperating teachers.…”

“…Researchers have identified that teachers may not be fully implementing the UDL framework (Rao et al, 2014;Vitelli, 2015). Mentoring during planning and coaching during implementation may be beneficial to ensure TCs move past the initial "hook" or motivational piece of introducing a lesson into sustaining engaging materials and providing ways for students to express what they know that directly align with identified barriers and learner variability (Evans et al, 2010;Meo, 2008).…”

Building Collaborative Teacher Education: Integrating UDL through a Faculty Learning Community

“…Yet there is little research on the preparation that preservice teachers are receiving related to UDL (Moore et al, 2018). Vitelli (2015) reported that few teacher education programs have attempted to integrate UDL instruction into their curricula. This limited incorporation of UDL into teacher education may be due to teacher education faculty not understanding the UDL framework (Vitelli, 2015).…”

“…Vitelli (2015) reported that few teacher education programs have attempted to integrate UDL instruction into their curricula. This limited incorporation of UDL into teacher education may be due to teacher education faculty not understanding the UDL framework (Vitelli, 2015). Additionally, general education faculty may be more focused on methods of teaching content than strategies to accommodate diverse learners (O'Brien et al, 2009), concerned with time needed to present UDL, and misinformed that UDL is relevant only to special education (Maryland Universal Design Learning Task Force, 2011).…”

Voices From the Field

“…However, despite these federal definitions and UDL's theoretical potential to address pressing issues, there is limited research regarding how preservice teachers are prepared to utilize UDL in their future classrooms (Arter & Ruthkosky, 2009;;Israel, Ribuffo, & Smith 2014;Pearson, 2015) and far less regarding how UDL is-or can be-used to teach in higher education (AUTHORS, 2012;Courey, Tappe, Siker, & LePage, 2012;Schelly, Davies, & Spooner, 2011;Spooner, Baker, Harris, Ahlgrim-Delzell, & Browder, 2007), with limited work usually taking the form of position papers or calls for research (Gradel & Edson, 2009;Harper & DeWaters, 2008;Sopko, 2009). Vitelli's (2015) appeal to researchers suggests that while the topic of UDL may be growing in teacher education programs, the depth and breadth of its understanding as a framework has room for growth.…”