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
Recommended Citation
Lowrey, K.,
Hollingshead, A.,
Howery, K.,
Bishop, J. B.
(2017). More Than One Way: Stories of UDL and Inclusive Classrooms. Research and Practice for Persons with Severe Disabilities, 42(4), 225-242.
Available at: https://aquila.usm.edu/fac_pubs/15442
COinS