Teacher Education Candidates' Perceptions of UDL within Inclusive Special Education Courses

• In Event: AERA Roundtable Session Wednesday 2:30 pm Four Seasons Ballroom 2-3
  In Roundtable Session: Special Education Teacher Preparation: Moving Toward a Just Future (Table 4)

Abstract

Higher education is becoming increasingly diverse, yet universal design for learning is not widely adopted although it offers a framework to reduce barriers and take into account learner’s intersectional identities and needs. This research showcases inclusive special education undergraduate courses that utilize UDL design to meet diverse needs of teacher education candidates. Qualitative research methods were used for design of instruments and data analysis. Through focus groups, surveys, and reflections, this research examines experiences of 32 college students. Findings demonstrate use of diverse learning opportunities, learning output, and application to the real world as critical to learners’ success. Implications for proactively meeting needs within inclusive higher education using UDL coupled with a disability studies in education orientation are discussed.

Authors

• Katie Heath, Roberts Wesleyan University

• Chelsea Tracy-Bronson, Stockton University