Universal Design for Learning Principles in a Hybrid Course: Perceptions and Practice
Yükleniyor...
Tarih
2013
Dergi Başlığı
Dergi ISSN
Cilt Başlığı
Yayıncı
Sage Publications Inc
Erişim Hakkı
info:eu-repo/semantics/openAccess
Özet
Universal Design for Learning (UDL) is a promising approach of differentiating instruction to meet the needs of all students. While differentiation is not unique to special educators, it is an expectation of the profession that special educators know ways to differentiate instruction to meet the needs of diverse learners. Furthermore, as more practicing educators seek out online education opportunities offered by teacher education programs, it is beneficial that instructors understand how these participants interpret what they learn and translate it into practice. This article focuses on a case study of the experiences of five special educators who participated in a hybrid graduate course using UDL concepts. The case study design utilized interviews, observation, and course products. Inductive data analysis uncovered three emerging themes that corresponded to the participants' perception and practice of UDL.
Açıklama
Anahtar Kelimeler
Universal Design, hybrid, teacher education
Kaynak
Sage Open
WoS Q Değeri
N/A
Scopus Q Değeri
Q1
Cilt
3
Sayı
1
