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Shifting Preservice Teachers' Perspectives

The purpose of this session is to share our vision of an undergraduate special education course in which UDL was both deeply embedded as well as part of the content taught to pre-service teachers.

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The goal of special education is to provide students with disabilities with services and supports, which often leads to a deficit view of disability. What if that narrative of support is actually what is preventing teachers from seeing their students as expert learners? The purpose of this session is to share our vision of an undergraduate special education course in which UDL was both deeply embedded as well as part of the content taught to pre-service teachers. Data showing ways in which pre-service teachers shifted their perspectives about students with disabilities and how they learn will also be shared.

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Rachel Juergensen
Mary Decker

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Posted date:

December 15, 2020

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Theoretical Frameworks to Prepare Pre-Service Teachers

Actively Engaged: Preparing Preservice Teachers with UDL

This session explores a study that examined the impact of using a practice-based approach to teach UDL as compared to a lecture-based approach to teach UDL to better prepare general education pre-service teachers. Constructs of interest include pre-service teachers’ fundamental knowledge including UDL, self-efficacy and UDL application.

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General education pre-service teachers are expected to teach diverse learners, including those with disabilities, in general education settings. Yet many are not adequately prepared to teach all students. Universal Design for Learning (UDL) is a framework to increase inclusive practices, however, it is unknown how to best teach this to pre-service teachers. The purpose of this study is to examine the impact of using a practice-based approach to teach UDL as compared to a lecture-based approach to teach UDL to better prepare general education pre-service teachers. Constructs of interest include pre-service teachers’ fundamental knowledge including UDL, self-efficacy and UDL application. A mixed methods triangulation design was employed. While pre-service teachers from both groups had significant gains in their foundational knowledge, reported self-efficacy, reported UDL knowledge and ability to apply UDL ideas, participants in the practice-based group did have some advantages, specifically in the area of UDL application.

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Mary Decker

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November 30, 2020

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Modeling UDL at a College Level

The Universal Design for Learning (UDL) framework enables access to learning for all students. The purpose of this mixed method project was to model the UDL principles to preservice general education teachers. Data show benefits of utilizing multiple means of expression, representation, and engagement in a college classroom.

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The Universal Design for Learning (UDL) framework enables access to learning for all students. The purpose of this mixed-method project was to model the UDL principles to pre-service general education teachers. Data show benefits of utilizing multiple means of expression, representation, and engagement in a college classroom.

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Aleksandra Hollingshead

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Posted date:

January 17, 2019

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