Graduation Date

Summer 2017

Document Type

Dissertation/Thesis

Program

Master of Arts degree with a major in Education

Committee Chair Name

Eric Van Duzer

Committee Chair Email

eric.vanduzer@humboldt.edu

Committee Chair Affiliation

HSU Faculty or Staff

Second Committee Member Name

David Ellerd

Second Committee Member Email

david.ellerd@humboldt.edu

Second Committee Member Affiliation

HSU Faculty or Staff

Subject Categories

Education

Abstract

In inclusive classrooms, the framework of Universal Design for Learning (UDL) presents a viable schema to inform instructional materials, lesson design, and teaching practices to meet the needs of diverse groups of learners. UDL principles and guidelines emphasize using multiple means of representation, action, and engagement to employ different learning networks and address the multitude of learners in the classroom, with the hopeful outcome of benefiting all students. Current literature has yielded inconclusive results about the concrete effects of the UDL framework, including an ongoing challenge in defining UDL practice in the classroom. This quantitative study explored UDL practices in an inclusive California middle school as reported by teachers in a survey, and investigated how UDL training effects the use of UDL strategies and technology in the classroom. It found significant correlations between UDL training and the use of UDL strategies in the classroom overall as well as total number of UDL strategies used. Further correlations were found between social-emotional learning in the classroom and use of UDL strategies as well as links between UDL training, UDL use, and the use of teaching tools that target visual modalities.

Citation Style

APA

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