Document Type

Article

Publication Date

10-10-2019

Department

Curriculum, Instruction, and Special Education

School

Education

Abstract

There is limited research documenting current efforts to support preservice teachers to use the universal design for learning (UDL) framework in authentic teaching experiences. To increase knowledge on the effects of preparing preservice teachers to incorporate the UDL framework, researchers examined the effects a UDL professional development seminar that was delivered during the student teaching phase had on eight teacher candidates during their K–12 placement. Using a concurrent triangulation mixed-method design, researchers examined lesson plans, video footage of teaching, teacher candidate reflections on their teaching sample, and university supervisor measures of the same sample before and after the UDL seminar. Findings are shared as well as recommendations for future practice.

Publication Title

Journal of Educational Research & Practice

Volume

9

Issue

1

First Page

261

Last Page

281

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