A Closer Look: Examining Teachers' Language Around UDL, Inclusive Classrooms, and Intellectual Disability
Document Type
Article
Publication Date
2-1-2017
School
Education
Abstract
The purpose of this study was to examine the language teachers used to discuss inclusion, Universal Design for Learning (UDL), and learners with intellectual disability (ID) in an effort to better understand how teachers describe the relationship between those three. Utilizing a secondary analysis procedure, interview transcripts from seven general education teachers were reanalyzed to identify language used by teachers to refer to inclusive educational settings, the implementation of UDL, and learners with intellectual disability. The identified themes were then juxtaposed against the UDL framework (principles, guidelines, and checkpoints) and the current literature related to UDL and inclusive education. We end with recommendations for future practice and research involving inclusive classrooms, UDL, and learners with ID.
Publication Title
Intellectual & Developmental Disabilities
Volume
55
Issue
1
First Page
15
Last Page
24
Recommended Citation
Lowrey, K.,
Hollingshead, A.,
Howery, K.
(2017). A Closer Look: Examining Teachers' Language Around UDL, Inclusive Classrooms, and Intellectual Disability. Intellectual & Developmental Disabilities, 55(1), 15-24.
Available at: https://aquila.usm.edu/fac_pubs/16647