Teacher candidates' abilities to develop universal design for learning and universal design for transition lesson plans

• Published in: International journal of inclusive education Vol. 26; no. 4; pp. 333 - 347
• Main Authors: Scott, LaRon, Bruno, Lauren, Gokita, Tonya, Thoma, Colleen A.
• Format: Journal Article
• Language: English
• Published: London Routledge 21.03.2022; Taylor & Francis Ltd
• Subjects: Access to Education; Curriculum Development; Graduate Students; Inclusion; Instructional design; Intervention; Learning; Lesson Plans; Preservice Teachers; Regular and Special Education Relationship; Special Education; Special education teachers; Students; Students with Disabilities; Teachers; teaching; Training; transition; Undergraduate Students; Universal design; Universal design for learning (UDL)
• ISSN: 1360-3116; 1464-5173
• DOI: 10.1080/13603116.2019.1651910

The current study was used to examine a universal design for learning (UDL) and universal design for transition (UDT) training intervention that was provided to 52 preservice and inservice teacher candidates enrolled in 2 special education teacher method courses. The UDL and UDT frameworks were used to support teachers' efforts to develop lesson plans that meet a full range of student academic and transition needs. Following the intervention, teacher candidates showed significant improvements incorporating UDL and UDT components into lesson plans. Candidates reported widespread agreement that the UDL and UDT frameworks provided opportunities to develop lesson plans inclusive of all students, including students with disabilities in general education classrooms, and that the UDT framework would make learning opportunities more engaging and relevant for students. Limitations and implications for teacher education programmes are included. Future research regarding interventions and potentials for improved training of preservice and inservice special education teachers was discussed.