The purpose of this qualitative descriptive study was to explore how educators describe implementation of specific components of universal design for learning for students with intellectual disabilities in inclusive classrooms in the Southwestern United States. This study was guided by Constructive Alignment Theory that is devising teaching and learning activities and assessments that directly address the proposed learning results. The questions this study addressed were: How do educators describe the process of implementing universal design for learning? How do educators describe the successes and challenges of implementing universal design for learning in inclusive classroom settings for students with intellectual disabilities? This study used a sample of 90 participants from six different high schools. From that target of 25 participants, 10 participated in a focus group and 15 participated in individual semi-structured interviews. The remaining 65 participants served as a reserve for cases of attrition. Thematic analysis provided relevant patterns and themes from the data collected during the focus group and interviews. The results of the data analysis revealed that the two most important themes were intentional planning for student variability and flexible methods and materials. The themes described by the participants were differentiated lesson plans, use of student multiple intelligences, strengths and weaknesses of students with intellectual disabilities, use of manipulatives, and lesson modifications. In conclusion, this study indicated how general and special educators were able to implement components of UDL framework in inclusive classroom settings for students of intellectual disabilities.
|Advisor:||Krasch, Delilah, Burner, Kerry|
|School:||Grand Canyon University|
|Department:||College of Doctoral Studies|
|School Location:||United States -- Arizona|
|Source:||DAI-A 82/4(E), Dissertation Abstracts International|
|Subjects:||Educational administration, Disability studies, Instructional Design, Special education, Curriculum development|
|Keywords:||Differentiate, Inclusive classrooms, Intellectual disabilities, Multiple intelligences, Universal Design for Learning (UDL), Southwestern United States, Constructive Alignment Theory|
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