Meeting the Needs of Students with Disabilities: Characteristics of Universal Design of Instruction in Odds-Beating Middle Schools

Autor/inn/en	Kurto, Heather; Wilcox, Kristen C.; Asaro-Saddler, Kristie
Titel	Meeting the Needs of Students with Disabilities: Characteristics of Universal Design of Instruction in Odds-Beating Middle Schools
Quelle	In: Journal of the American Academy of Special Education Professionals, (2019), S.90-114 (25 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2325-7466
Schlagwörter	Student Needs; Students with Disabilities; Access to Education; Instructional Design; Middle School Students; Common Core State Standards; Educational Practices; Middle School Teachers; Inclusion; Academic Achievement; Educational Environment; Teacher Expectations of Students; Equal Education; Curriculum Design; New York (Albany) + Suchen Sie Ihr Suchwort? Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Education; Access; Bildung; Zugang; Bildungszugang; Lesson concept; Lessonplan; Unterrichtsentwurf; Middle school; Middle schools; Mittelschule; Mittelstufenschule; Common core curriculum; Curriculum; Kerncurriculum; Bildungspraxis; Teacher; Teachers; Lehrer; Lehrerin; Lehrende; Inklusion; Schulleistung; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Lehrplangestaltung
Abstract	In this multiple case study we examined six middle schools with above predicted student achievement outcomes on Common Core State Standards (CCSS) assessments in mathematics and English language arts. We drew upon the Universal Design for Instruction (UDI) framework to characterize the nature of teachers' practices with particular attention to how they approach instruction for students with disabilities (SWD). Through analysis of focus group interviews and observational field notes we 1) identified shared characteristics of UDI practices across all schools and 2) noted two schools with exemplary attention to three UDI principles: community of learners; flexibility in use; and tolerance for error. The exemplars provide evidence of how educators have shifted from a dichotomous understanding of abled/disabled to all-enabled through the use of UDI practices. This research offers implications for policy and practice by providing empirically-grounded findings regarding the nature of teachers' instruction for SWD in odds-beating schools. (As Provided).
Anmerkungen	American Academy of Special Education Professionals. 3642 East Sunnydale Drive, Chandler Heights, AZ 85142. Tel: 800-754-4421; Fax: 800-424-0371; e-mail: editor@aasep.org; Web site: http://www.aasep.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01