Dissertation/Thesis Abstract

Universal Design for Learning: A New Clinical Practice Assessment Tool Toward Creating Access and Equity for ALL Students
by Fogarty, Diane, Ed.D., Loyola Marymount University, 2017, 181; 10623437
Abstract (Summary)

To examine to what extent current general education pre-service teachers within a teacher preparation program at a private institution of higher education know and understand the principles of Universal Design for Learning (UDL), expert focus groups were conducted. General education program syllabi were examined for UDL content and found to be lacking in such content. General education pre-service teachers videotaped lessons were reviewed for UDL content and were also found to be inadequate in demonstrating knowledge and understanding of Universal Design for Learning principles. Focus groups comprised of university fieldwork instructors and teacher education experts were asked to review and give feedback on a current clinical observation tool being utilized. Feedback indicated that the current tool was insufficient for measuring pre-service teachers’ knowledge and understanding of UDL. Further, the current tool was not anchored to the UDL framework or any other teaching framework. In service to contributing to the field of teacher preparation, a new clinical practice tool grounded in Universal Design for Learning was created.

Indexing (document details)
Advisor: Huchting, Karen
Commitee: Bickett, Jill, Poindexter, Candace
School: Loyola Marymount University
Department: Education
School Location: United States -- California
Source: DAI-A 79/01(E), Dissertation Abstracts International
Subjects: Educational tests & measurements, Education, Teacher education
Keywords: Access, Assessment, Clinical practice, Equity, Teacher preparation, Universal design for learning
Publication Number: 10623437
ISBN: 978-0-355-22595-2
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