Date of Award
Summer 7-2017
Access Restriction
Dissertation
Degree Name
Doctorate in Education
Department
Education
School or College
School of Education
First Advisor
Karen Huchting
Second Advisor
Jill Bickett
Third Advisor
Candace Poindexter
Abstract
To examine to what extent current general education pre-service teachers within a teacher preparation program at a private institution of higher education know and understand the principles of Universal Design for Learning (UDL), expert focus groups were conducted. General education program syllabi were examined for UDL content and found to be lacking in such content. General education pre-service teachers videotaped lessons were reviewed for UDL content and were also found to be inadequate in demonstrating knowledge and understanding of Universal Design for Learning principles. Focus groups comprised of university fieldwork instructors and teacher education experts were asked to review and give feedback on a current clinical observation tool being utilized. Feedback indicated that the current tool was insufficient for measuring pre-service teachers’ knowledge and understanding of UDL. Further, the current tool was not anchored to the UDL framework or any other teaching framework. In service to contributing to the field of teacher preparation, a new clinical practice tool grounded in Universal Design for Learning was created.
Recommended Citation
Fogarty, Diane, "Universal Design for Learning: A New Clinical Practice Assessment Tool Toward Creating Access and Equity for ALL Students" (2017). LMU/LLS Theses and Dissertations. 475.
https://digitalcommons.lmu.edu/etd/475
Included in
Educational Assessment, Evaluation, and Research Commons, Teacher Education and Professional Development Commons
