A Closer Look: Examining Teachers' Language Around UDL, Inclusive Classrooms, and Intellectual Disability.
The purpose of this study was to examine the language teachers used to discuss inclusion, Universal Design for Learning (UDL), and learners with intellectual disability (ID) in an effort to better understand how teachers describe the relationship between those three. Utilizing a secondary analysis procedure, interview transcripts from seven general education teachers were reanalyzed to identify language used by teachers to refer to inclusive educational settings, the implementation of UDL, and learners with intellectual disability. The identified themes were then juxtaposed against the UDL framework (principles, guidelines, and checkpoints) and the current literature related to UDL and inclusive education. We end with recommendations for future practice and research involving inclusive classrooms, UDL, and learners with ID.
K . Alisa Lowrey, The University of Southern Mississippi; Aleksandra Hollingshead, The University of Idaho; and Kathy Howery, The University of Alberta.
K Alisa
KA
Lowrey
K . Alisa Lowrey, The University of Southern Mississippi; Aleksandra Hollingshead, The University of Idaho; and Kathy Howery, The University of Alberta.
Aleksandra
A
Hollingshead
K . Alisa Lowrey, The University of Southern Mississippi; Aleksandra Hollingshead, The University of Idaho; and Kathy Howery, The University of Alberta.
Kathy
K
Howery
D003479:Curriculum / Q000592:standards; D004495:Education of Persons with Intellectual Disabilities / Q000379:methods / Q000592:standards*; D006801:Humans; D007802:Language; D008282:Mainstreaming, Education / Q000379:methods / Q000592:standards*; D000070777:School Teachers / Q000523:psychology*; D012574:Schools / Q000592:standards
Universal Design for Learning; inclusion; intellectual disability; stories