Evaluating Pedagogy and Practice of Universal Design for Learning in Public Schools
Evaluating Pedagogy and Practice of Universal Design for Learning in Public Schools
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评估公立学校通用学习设计的教学法和实践
DOI：
10.5206/eei.v27i1.7743
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发表时间：
2017
影响因子：
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通讯作者：
Katheryne Rhys Myrick Potts
中科院分区：
文献类型：
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作者：
Lora Lee Smith Canter;Laura King;Jennifer Williams;Debbie Metcalf;Katheryne Rhys Myrick Potts
如何改变教育，以满足有效教育日益多样化的学生群体的需求，使他们拥有成为世纪富有成效和成功公民所需的技能、知识和能力？一个可能的解决方案是创建教室，教师和学校，接受通用学习设计（UDL）所支持的进步和包容性实践。除了植根于UDL教学法之外，为迎接21世纪世纪教育的挑战而设计的教室还需要充分整合和利用技术的进步。迄今为止，UDL的文学先锋可以被描述为修辞倡导。也就是说，UDL文献处于引入和推广UDL教学法的早期阶段，但迄今为止，还没有足够强大的研究基础来建立UDL作为科学验证的干预措施（Edyburn，2010）。UDL可能听起来是个好主意，但除非研究基础从倡导转向评估和衡量UDL结果，否则这种方法的承诺将无法实现。本文介绍了一项研究，探讨专业发展计划的影响和成果的看法和实践的UDL原则在K-12公立学校包容性的教室，并可能是一个步骤，弥合差距从一个好主意，以巩固最佳实践。具体而言，本研究调查了专业发展计划的教师的看法，概念化，并在课堂上实施的UDL原则和实践的效果。ISSN 1918-5227第116页遵循这一点和其他作品：https://ir.lib.uwo.ca/eei教育评估，评估和研究共享的一部分，教育方法共享，其他教育共享，以及特殊教育和教学共享推荐引用史密斯坎特，L.，金湖，澳-地H、威廉姆斯，J. B.，梅特卡夫，D.，& Rhys Myrick Potts，K.（2017）评估教学法和通用设计的实践在公立学校学习。特殊教育国际，27，1-16。从https://ir.lib.uwo.ca/eei/vol27/iss1/1检索这篇文章开放获取后1年是由奖学金@西方带给你。它已被Scholarship@Western的授权管理员接受列入国际特殊教育。欲了解更多信息，请联系jspecht@uwo.ca。2017年，《国际特殊教育》，第27卷，第1号，第111页。1-16 ISSN 1918-5227 1评估公立学校通用设计的教学法和实践。金，詹妮弗B.威廉姆斯，黛比梅特卡夫，凯瑟琳里斯Myrick波茨东卡罗莱纳大学
How can education change to meet the demands of effectively educating an increasingly diverse student population with the skills, knowledge, and abilities they need to be productive and successful citizens in the 21st century? One possible solution is to create classrooms, teachers, and schools that embrace the progressive and inclusive practices espoused by Universal Design for Learning (UDL). In addition to being rooted in UDL pedagogy, classrooms designed to meet the challenge of 21st century education need to substantially integrate and utilize advances in technology. The vanguard of literature to date in UDL could be characterized as rhetorical advocacy. That is, UDL literature is in the early stages of introducing and promoting UDL pedagogy, but to date there is not a research base strong enough to establish UDL as a scientifically validated intervention (Edyburn, 2010). UDL might sound like a good idea, but until the research base turns the corner from advocating to assessing and measuring UDL outcomes, the promise of this approach will not be realized. This article describes a study exploring effects and outcomes of a professional development program on the perceptions and practice of UDL principles in K–12 public school inclusive classrooms, and could be one step toward bridging the gap from a good idea to a solidified best practice. Specifically, this study investigated a professional development program’s effect on teachers’ perceptions, conceptualizations, and implementation of UDL principles and practice in their classrooms. ISSN 1918-5227 Pages 116 Follow this and additional works at: https://ir.lib.uwo.ca/eei Part of the Educational Assessment, Evaluation, and Research Commons, Educational Methods Commons, Other Education Commons, and the Special Education and Teaching Commons Recommended Citation Smith Canter, L., King, L. H., Williams, J. B., Metcalf, D., & Rhys Myrick Potts, K. (2017) Evaluating Pedagogy and Practice of Universal Design for Learning in Public Schools. Exceptionality Education International, 27, 1-16. Retrieved from https://ir.lib.uwo.ca/eei/vol27/iss1/1 This Article Open Access after 1 year is brought to you by Scholarship@Western. It has been accepted for inclusion in Exceptionality Education International by an authorized administrator of Scholarship@Western. For more information, please contact jspecht@uwo.ca. Exceptionality Education International 2017, Vol. 27, No. 1, pp. 1–16 ISSN 1918-5227 1 Evaluating Pedagogy and Practice of Universal Design for Learning in Public Schools Lora Lee Smith Canter, Laura H. King, Jennifer B. Williams, Debbie Metcalf, Katheryne Rhys Myrick Potts East Carolina University