Implementing the Three Block Model of Universal Design for Learning: effects on teachers' self-efficacy, stress, and job satisfaction in inclusive classrooms K-12

Abstract

Fifty-eight teachers of grades 1–12 in 10 schools located in two rural and three urban school divisions in Manitoba were involved in a study implementing the Three Block Model of Universal Design for Learning and exploring its outcomes for teachers and students. This article reports teachers' perceptions related to the outcomes of the implementation of the model for both students and themselves and gives voice to teachers working in challenging, diverse classrooms regarding the barriers they face to inclusive practice and what supports are needed. After implementing the model, teachers reported positive student outcomes in terms of reductions in challenging behaviour, improved student-to-student interactions, engagement, and learning. They also believed the model improved their practice and self-efficacy related to inclusive education, reduced their workload, and improved job satisfaction. However, teachers also articulated several barriers to its implementation, including the need for collaborative planning time, differentiated resources, professional learning communities, and public education.

Keywords:

• inclusive education
• universal design for learning
• Three Block Model of UDL
• teacher perceptions
• teachers' self-efficacy
• inclusive instructional practice

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Notes on contributor

Dr Katz received her Ph.D. in 2008 from the University of British Columbia in inclusive education. She is the author of ‘Teaching to Diversity: The Three Block Model of Universal Design for Learning'. She has been a successful sessional lecturer, educational consultant, classroom teacher, editor, and guidance counsellor. She taught in diverse classrooms from K-12 in Winnipeg and Vancouver for 16 years, including special education classrooms, inclusive classrooms, youth centres, and alternative high-school programmes. Her work as an advocate of inclusive education has spanned several provinces and territories, and multiple audiences, including university courses, academic conferences, parent advocacy groups, educational conferences, school and division-based professional development workshops and, most importantly, direct work with children and youth in schools and alternative settings. She is currently an Assistant Professor in the Faculty of Education at the University of Manitoba.