Teacher Confidence to Implement the Principles, Guidelines, and Checkpoints of Universal Design for Learning

Autor/in	Capp, Matthew James
Titel	Teacher Confidence to Implement the Principles, Guidelines, and Checkpoints of Universal Design for Learning
Quelle	In: International Journal of Inclusive Education, 24 (2020) 7, S.706-720 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1360-3116
DOI	10.1080/13603116.2018.1482014
Schlagwörter	Self Esteem; Self Efficacy; Access to Education; Teaching Methods; Foreign Countries; Students with Disabilities; Elementary School Teachers; Secondary School Teachers; Curriculum Implementation; Australia + Suchen Sie Ihr Suchwort? Self-esteem; Selbstaufmerksamkeit; Self-efficacy; Selbstwirksamkeit; Education; Access; Bildung; Zugang; Bildungszugang; Teaching method; Lehrmethode; Unterrichtsmethode; Ausland; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Australien
Abstract	Universal design for learning (UDL) is an inclusive pedagogical framework for breaking down barriers to the learning process for all students. The framework consists of 3 principles, 9 guidelines, and 31 checkpoints. UDL has been named by the Australian Curriculum Assessment and Reporting Authority (ACARA) as a recommendation for all classroom teachers in Australia as a means of personalising learning for students with disability and diverse learning needs. To measure the confidence of Australian teachers in implementing this inclusive pedagogical framework, 97 teachers were surveyed. Results demonstrated that primary teachers were generally more confident than secondary teachers at implementing the principles, guidelines, and checkpoints underlying UDL. However, in both groups confidence levels varied in relation to the underlying elements of the inclusive pedagogical framework. Both primary and secondary teachers were more confident at implementing principle one, compared with principles two and three. The implications of this study will be discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01