Abstract

This study explored the effects and outcomes of a professional development program on the perceptions and practice of UDL principles in a K-6 school with inclusive classrooms, and could be one step toward bridging the gap from a good idea to a solidified best practice. Specifically, this study investigated a professional development program's effect on teachers' perceptions, conceptualizations, and implementation of UDL principles and practice in their classrooms.

A mixed methods research design was selected to concomitantly address educators' perceptions of UDL and observation of teachers' practices in relation to the implementation of UDL principles, with emphasis on using the technology tools that were provided. Primarily, this research project consists of three distinct research methods (survey, direct observation, and interviewing) occurring throughout three phases (initial, implementation, and post-intervention).

The observation instrument was developed by the team using the UDL Guidelines Educator Checklist Version 2 (2011). The instrument was designed to document observations of UDL practices, as well as to document the use of the embedded technology.

Citation

Williams, J., King, L. & Smith Canter, L.L. (2022). Evaluating Pedagogy and Practice of Universal Design for Learning (UDL) in K-6 Classrooms. In E. Langran (Ed.), Proceedings of Society for Information Technology & Teacher Education International Conference (pp. 2314-2319). San Diego, CA, United States: Association for the Advancement of Computing in Education (AACE). Retrieved May 20, 2022 from https://www.learntechlib.org/primary/p/221029/.

© 2022 Association for the Advancement of Computing in Education (AACE)

Keywords

• Instructional Design