Exploring the implementation of lesson-level UDL principles through an observation protocol

ABSTRACT

The researchers piloted an observational protocol to examine the Universal Design for Learning (UDL) principles and checkpoint strategies used during daily instruction with a small sample of general and special education teachers. Observational research on UDL has been recommended within the literature. Researchers used the high-leverage practice of explicit instruction as the anchor for the design of the observation protocol. Findings indicate there is alignment between observed UDL principles and strategies employed at the lesson level and teachers’ self-reports of the UDL principles and strategies employed. Findings also suggest that teachers are using several UDL principles within their daily instruction and that there is overlap among UDL checkpoint strategies and aligned UDL principles. Essential UDL principles that pre-service and in-service teachers are expected to deliver at the lesson level can be prioritised to ensure a developmental approach to the implementation of UDL. Implications and recommendations for future research are discussed.

KEYWORDS:

• Universal design for learning
• curriculum & instruction
• special education needs

Disclosure statement

No potential conflict of interest was reported by the authors.

Correction Statement

This article has been republished with minor changes. These changes do not impact the academic content of the article.

Additional information

Notes on contributors

Joanne M. Van Boxtel

Joanne M. Van Boxtel is Coordinator of Education Specialist programs and Associate Professor in the College of Education and Integrative Studies at Cal Poly Pomona. Her research interests are teacher education and special education, teaching and learning for students with disabilities, Universal Design for Learning, and international inclusive education.

Trisha Sugita

Trisha Sugita is Coordinator of Special Education programs and Assistant Professor in the Attallah College of Educational Studies at Chapman University. Her research interests include inclusive schooling, minorities and special education, family/school partnerships, and transition planning.