Engaging Potential: Using the UDL Principle of Engagement to Motivate Year 7-8 Learners with Autism in Writing Tasks

Autor/in	Smith, Suzanne
Titel	Engaging Potential: Using the UDL Principle of Engagement to Motivate Year 7-8 Learners with Autism in Writing Tasks
Quelle	In: Kairaranga, 24 (2023) 1, S.57-70 (14 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1175-9232
Schlagwörter	Students with Disabilities; Autism Spectrum Disorders; Access to Education; Faculty Development; Intermediate Grades; Males; Planning; Student Characteristics; Barriers; Student Needs; Teacher Attitudes; Foreign Countries; Writing (Composition); Visual Aids; Writing Instruction; New Zealand + Suchen Sie Ihr Suchwort? Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Autism; Autismus; Education; Access; Bildung; Zugang; Bildungszugang; Mittelstufe; Male; Männliches Geschlecht; Ablaufplanung; Planungsprozess; Lehrerverhalten; Ausland; Schreibübung; Anschauungsmaterial; Schreibunterricht; Neuseeland
Abstract	Universal Design for Learning (UDL) is a research-based theoretical framework that can be used to design teaching and learning opportunities that are more responsive to the variability of student need in any classroom, although a vast number of teachers appear to know nothing about UDL. One population whose needs are becoming increasingly visible in classrooms are autistic learners. This article examines a process of facilitating teacher professional learning in UDL using a slideshow resource the author designed to support teachers to plan for the needs of their autistic learners in writing. The context for the inquiry was an autistic boy at a New Zealand intermediate school. Analysis showed that planning that involves understanding of an autistic learner's characteristics, and the potential barriers these may present, can improve engagement not only for these students, but also other students and the teacher. It was shown through the process used that teacher professional development in UDL is appropriate for meeting many learning needs in the classroom context. (As Provided).
Anmerkungen	Massey University. Private Bag 11 222; Palmerston North 4442, New Zealand. Tel: +64-6-351-3396; Fax: +64-6-351-3472; email: kairaranga@massey.ac.nz; Web site: https://www.kairaranga.ac.nz/index.php/k/issue/view/35
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01