An Investigation of Universal Design for Learning for Preparing Early Childhood Special Educators

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  In Roundtable Session: Diverse Frameworks to Guide Preservice Teacher Instructional Practices

Abstract

This paper presents ongoing research on the use of the principles of universal design for learning (UDL) within a federally-funded grant project for preparing early intervention and early childhood special education (ECSE) professionals. Recognizing the importance of the UDL framework for teaching and learning, ECSE faculty sought external evaluation of nine core ECSE course syllabi following UDL principles. Results of this content analysis informed course enhancements. Students provide perspectives on faculty use of UDL strategies to promote interest and engagement pre and post course as a measure of the impact of course enhancements. Follow-up review of syllabi by the external evaluator will further address the research purpose of understanding how faculty incorporate UDL principles into teaching and learning practices.

Authors

• Serra De Arment, Virginia Commonwealth University

• Frances G. Smith, The George Washington University

• Yaoying Xu, Virginia Commonwealth University