Teacher Candidates' Perceptions and Understanding of Universal Design for Learning: Preparation and Experiences for Implementation

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Abstract

This phenomenological study examined perceptions toward Universal Design for Learning (UDL) among teacher candidates in special education and elementary and special education dual majors. The emerging themes from the study suggested that the participants’ understanding and application of UDL principles were promoted by explicit training in the planning and implementation of UDL components in instruction through their teacher education training and field-based experiences.

Authors

• Natsuko Takemae, University of North Carolina - Greensboro

• Stephanie Kurtts, University of North Carolina - Greensboro