An Empirical Investigation Into the Universal Design for Learning Conceptual Model: Engaging Preservice Teachers in Inclusive Education

• In Event: Addressing Students' Special Educational Needs When Implementing Inclusive Education

Abstract

The Universal Design for Learning (UDL) model is perceived as a vehicle for achieving inclusive education (UNESCO, 2016). Nevertheless, the most recent model (Meyer, Rose & Gordon, 2014), which includes both teachers’ philosophy and the praxis of teaching, has never been tested empirically. Therefore, this study aims to validate the UDL model as a whole with regard to pre-service teachers, to obtain a more comprehensive notion of UDL and its core elements and hence, its role with regard to inclusion.
In the last two decades, the UDL model has evolved in terms of the way that inclusive education has been understood and implemented. Originally, the core focus of UDL was children with special educational needs and marginalized groups (Rose & Meyer, 2002). More recently, it has developed into a flexible pedagogical model aimed at achieving high quality education for all (Meyer et al., 2014). One of the most recent theoretical developments in UDL theory is the recognition of the teachers’ philosophy of teaching. Within this new teaching philosophy, three components stand out, namely growth mindset about learning (i.e. the general belief that a student’s intelligence is not fixed, but can be developed through persistence), self-efficacy for teaching (i.e. an individual teacher’s belief about his/her capabilities to guide students to success), and self-regulation and motivation for teaching (i.e. adopting a more autonomy-supportive vs. a more controlled teaching style). Currently, research tests UDL practices and the philosophy of teaching separately, therefore, this study will examine empirically the whole UDL conceptual model.
This study used a sample of 1,134 pre-service teachers preparing for secondary education from eight university colleges in Flanders (Belgium). Analyses were conducted using (a) an adapted version of the ITSI instrument (Lombardi et al., 2015) to measure inclusive instruction practices based on the UDL principles, (b) the subscale ‘growth mindset’ of the DI-QUEST instrument (Coubergs et al., 2017), (c) the subscale ‘efficacy in using inclusive instruction’ of the TEIP instrument (Sharma et al., 2012), (d) the Relative Autonomy Index (RAI) to measure self-regulation and motivation for teaching (Soenens et al., 2012). These measures are related to sociodemographic and contextual variables relevant with regard to pre-service teachers’ attitudes towards inclusion.
A linear multiple regression statistical technique was used (see Table 1) in order to determine the contribution of the three independent variables in predicting the pre-service teachers’ use of UDL practices during their field experiences. The results show that the final multivariate model was significant (likelihood ratio chi-square = 515.897, df = 14, P < 0.001, R²= .366), meaning that the three UDL philosophical constructs predict the performance of pre-service teachers’ practices associated with the UDL principles, in line with the UDL theory. The findings from this study can help teacher educators understand and develop pre-service teachers’ philosophy of teaching and praxis with regard to UDL. Promoting a more dynamic view of intelligence, modelling evidence-based teaching, offering mastery experiences and setting personal learning goals can help student teachers to implement UDL and develop them in terms of becoming successful inclusive teachers.

Authors

• Júlia Griful-Freixenet, Vrije Universiteit Brussel

• Katrien Struyven, UHasselt

• Wendelien Vantieghem, Vrije Universiteit Brussel