Teacher confidence to implement the principles, guidelines, and checkpoints of universal design for learning^*

* The data that support the findings of this study are available from the corresponding author, M.J. Capp, upon reasonable request.

ABSTRACT

Universal design for learning (UDL) is an inclusive pedagogical framework for breaking down barriers to the learning process for all students. The framework consists of 3 principles, 9 guidelines, and 31 checkpoints. UDL has been named by the Australian Curriculum Assessment and Reporting Authority (ACARA) as a recommendation for all classroom teachers in Australia as a means of personalising learning for students with disability and diverse learning needs. To measure the confidence of Australian teachers in implementing this inclusive pedagogical framework, 97 teachers were surveyed. Results demonstrated that primary teachers were generally more confident than secondary teachers at implementing the principles, guidelines, and checkpoints underlying UDL. However, in both groups confidence levels varied in relation to the underlying elements of the inclusive pedagogical framework. Both primary and secondary teachers were more confident at implementing principle one, compared with principles two and three. The implications of this study will be discussed.

KEYWORDS:

• Universal design for learning
• confidence
• implementation

Disclosure statement

No potential conflict of interest was reported by the author.

Notes on contributor

Matthew James Capp is an educational consultant and educational researcher in Brisbane, Australia. His areas of research interest are Universal Design for Learning and professional learning communities.

Notes

* The data that support the findings of this study are available from the corresponding author, M.J. Capp, upon reasonable request.