Title

More Than One Way: Stories of UDL and Inclusive Classrooms

Document Type

Article

Publication Date

12-2017

Department

Curriculum, Instruction, and Special Education

Abstract

Voices of practitioners are often missing in research studies. This project focused on examining general education teachers’ stories as they relate to implementation of Universal Design for Learning (UDL) framework and inclusion of students with moderate to severe intellectual disability. Seven general education teachers from Canada and the United States participated in this study. Narrative inquiry was utilized as a method of data gathering and analysis. Four themes emerged: designing for learner variability, talking about inclusion, teaming fosters success, and differing descriptions of UDL. Discussion of implications to research and practice is included.

Publication Title

Research and Practice for Persons with Severe Disabilities

Volume

42

Issue

4

First Page

225

Last Page

242

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