Interrupting Norms, Transforming Teacher Education Through Universal Design for Learning: A Collaborative Autoethnography

• In Event: Moscone Center West Roundtable Session 5
  In Roundtable Session: Nontraditional Approaches to Teacher Education

Abstract

Universal Design for Learning (UDL) is a pedagogical framework that emphasizes student variability as a starting point for curricular design. In recent years, it has garnered support in educational policy and practice. Building on this momentum, scholars have urged teacher education programs to incorporate UDL into their preservice curricula to prepare future teachers to build and sustain inclusive classrooms. Through collaborative autoethnography, we aim to examine our experiences conceptualizing UDL at multiple levels of a teacher residency program. We explore the complexity of embedding UDL into our practice within the dual, overlapping contexts of K-12 and higher education, and highlight how adopting a UDL lens has compelled us to address tensions within our practice as teacher educators.

Authors

• Beth S Fornauf, Plymouth State University

• Thomas Higginbotham, University of New Hampshire

• Bryan Mascio, University of New Hampshire

• Kathryn McCurdy, University of New Hampshire

• Emilie Mitescu Reagan, Claremont Graduate University

• Marie Collins, University of New Hampshire