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Implementing a UDL Framework: A Study of Current Personnel Preparation Practices.
LaRon A Scott1, Colleen A Thoma1, Lauren Puglia1
1LaRon A. Scott, Colleen A. Thoma, Lauren Puglia, Peter Temple, and Allison D'Aguilar, Virginia Commonwealth University.
Educator preparation programs are surveyed to understand how they train teachers in Universal Design for Learning (UDL) to improve postschool outcomes for young adults with intellectual disability (ID). Findings reveal current practices and areas for improvement in UDL implementation.
Area of Science:
- Special Education
- Educational Psychology
- Disability Studies
Background:
- Young adults with intellectual disability (ID) face significant challenges in achieving successful postschool outcomes, including employment, postsecondary education, and community living.
- There is ongoing debate among experts regarding the most effective strategies to enhance these outcomes.
- A key recommendation from the 2015 National Goals Conference emphasized the need for effective personnel preparation and professional development to implement a Universal Design for Learning (UDL) framework.
Purpose of the Study:
- To investigate current educator preparation practices for implementing Universal Design for Learning (UDL).
- To assess the extent to which UDL is integrated into preservice higher education courses.
- To explore how UDL frameworks are utilized to improve postschool outcomes for youth with intellectual disability (ID).
Main Methods:
- A survey was administered to program coordinators at accredited universities.
- The survey collected data on current UDL training within educator preparation programs.
- The study examined the incorporation of UDL into preservice coursework and its perceived impact on postschool success for students with ID.
Main Results:
- Analysis of survey responses from program coordinators is pending.
- The study aims to identify specific personnel preparation and professional development practices related to UDL implementation.
- Results will shed light on the current landscape of UDL integration in higher education for special and general educators.
Conclusions:
- Understanding current educator preparation for UDL is crucial for improving postschool outcomes for individuals with ID.
- The findings will inform future research, practice, and policy aimed at enhancing UDL implementation.
- This study contributes to the evidence base for effective UDL strategies in supporting transition-aged youth with intellectual disability.
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