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

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

References

• Australian Curriculum Assessment and Reporting Authority. 2012. Shape of the Australian Curriculum: Health and Physical Education. http://docs.acara.edu.au/resources/Shape_of_the_Australian_Curriculum_Health_and_Physical_Education.pdf
   Google Scholar
• Australian Curriculum Assessment and Reporting Authority. 2016. Cross-Curriculum Priorities. http://acara.edu.au/curriculum/cross-curriculum-priorities.
   Google Scholar
• Australian Curriculum Assessment and Reporting Authority. 2018. Students with Disability. https://www.australiancurriculum.edu.au/resources/student-diversity/students-with-disability/.
   Google Scholar
• Australian Institute for Teaching and School Leadership. 2018. Australian Professional Standards for Teachers. https://www.aitsl.edu.au/teach/standards.
   Google Scholar
• Beautex, S. 2014. “Universal Design for Learning.” BU Journal of Graduate Studies in Education 6 (2): 50–54.
   PubMedGoogle Scholar
• Bennett, D. E., S. S. Zentall, B. F. French, and K. Giorgetti-Borucki. 2006. “The Effects of Computer-Administered Choice on Students with and Without Characteristics of Attention-Deficit/Hyperactivity Disorder.” Behavioral Disorders 31 (2): 189–203. doi: 10.1177/019874290603100201
   Web of Science ®Google Scholar
• Bernacchio, C., and M. Mullen. 2007. “Universal Design for Learning.” Psychiatric Rehabilitation Journal 31 (2): 167–169. doi: 10.2975/31.2.2007.167.169
   PubMed Web of Science ®Google Scholar
• Blamires, M. 2003. “Universal Design for Learning: Re-Establishing Differentiation as Part of the Inclusion Agenda?” Support for Learning 14 (4): 158–163. doi: 10.1111/1467-9604.00123
   Google Scholar
• Center for Applied Special Technology. 2011. Universal Design for Learning Guidelines 2.0. Wakefield: Author.
   Google Scholar
• Center for Applied Special Technology. 2014a. UDL Guidelines – Version 2.0: Principle I. Provide Multiple Means of Representation. www.udlcenter.org/aboutudl/udlguidelines/principle1.
   Google Scholar
• Center for Applied Special Technology. 2014b. UDL Guidelines – Version 2.0: Principle II. Provide Multiple Means of Action and Expression. http://www.udlcenter.org/aboutudl/udlguidelines/principle2.
   Google Scholar
• Center for Applied Special Technology. 2014c. UDL Guidelines – Version 2.0: Principle III Provide Multiple Means of Engagement. http://www.udlcenter.org/aboutudl/udlguidelines/principle3.
   Google Scholar
• Center for Applied Special Technology. 2014d. UDL Guidelines – Version 2.0: Principle III Provide Multiple Means of Engagement. www.udlcenter.org/aboutudl/udlguidelines/udlguidelines_graphicorganizer.
   Google Scholar
• Courey, S. J., P. Tappe, J. Siker, and P. LePage. 2013. “Improved Lesson Planning with Universal Design for Learning (UDL).” Teacher Education and Special Education 36 (1): 7–27. doi: 10.1177/0888406412446178
   Web of Science ®Google Scholar
• Edyburn, D. L. 2005. “Universal Design for Learning.” Special Education Technology Practice 7 (5): 16–22.
   Google Scholar
• Edyburn, D. L. 2006. “Failure is not an Option: Collecting, Reviewing, and Acting on Evidence for using Technology to Enhance Academic Performance.” Learning and Leading with Technology 34 (1): 20–23.
   Google Scholar
• Edyburn, D. L. 2010. “Would you Recognise Universal Design for Learning if you saw it? Ten Propositions for new Directions for the Second Decade of UDL.” Learning Disability Quarterly 33: 33–41. doi: 10.1177/073194871003300103
   Web of Science ®Google Scholar
• Flowerday, T., G. Schraw, and J. Stevens. 2004. “The Role of Choice and Interest in Engagement.” The Journal of Experimental Education 72 (2): 93–114. doi: 10.3200/JEXE.72.2.93-114
   Web of Science ®Google Scholar
• Hitchcock, C., A. Meyer, D. Rose, and R. Jackson. 2002. “Providing New Access to the General Curriculum: Universal Design for Children.” Teaching Exceptional Children 35 (2): 8–17. doi: 10.1177/004005990203500201
   Google Scholar
• Hitchcock, C. H., K. Rao, C. C. Cheng, and J. W. L. Yuen. 2016. “TeenACE for Science: Using Multi-Media Tools and Scaffolds to Support Writing.” Rural Special Education Quarterly 35 (2): 10–23. doi: 10.1177/875687051603500203
   Web of Science ®Google Scholar
• Jimenez, T. C., V. L. Graf, and E. Rose. 2007. “Gaining Access to General Education: The Promise of Universal Design for Learning.” Issues in Teacher Education 16 (2): 41–54.
   Google Scholar
• Katz, J. 2012. Teaching to Diversity. The Three-Block Model of Universal Design for Learning. Winnipeg: Protage and Main Press.
   Google Scholar
• Katz, J. 2013. “The Three-Block Model of Universal Design for Learning (UDL): Engaging Students in Inclusive Education.” Canadian Journal of Education 36 (1): 153–194.
   Google Scholar
• Katz, J. 2015. “Implementing the Three-Block Model of Universal Design for Learning: Effects on Teachers’ Self-Efficacy, Stress, and Job Satisfaction in Inclusive Classrooms K-12.” International Journal of Inclusive Education 19 (1): 1–20. doi: 10.1080/13603116.2014.881569
   Web of Science ®Google Scholar
• King-Sears, M. E., T. M. Johnson, S. Berkeley, M. P. Weiss, E. E. Peters-Burton, A. S. Evmenova, and J. C. Hursh. 2015. “An Exploratory Study of Universal Design for Teaching Chemistry to Students with and Without Disabilities.” Learning Disability Quarterly 38: 84–96. doi: 10.1177/0731948714564575
   Web of Science ®Google Scholar
• Knight, V. F., F. Spooner, D. M. Browder, B. R. Smith, and C. L. Wood. 2013. “Using Systematic Instruction and Graphic Organizers to Teach Science Concepts to Students with Autism Spectrum Disorder and Intellectual Disability.” Focus on Autism and Other Developmental Disabilities 28 (2): 115–126. doi: 10.1177/1088357612475301
   Web of Science ®Google Scholar
• Lapinski, S. L., J. W. Gravel, D. H. Rose, T. E. Hall, and A. Meyer. 2012. “Tools for Practice: The Universal Design for Learning Guidelines.” In Universal Design for Learning in the Classroom: Practical Applications, edited by T. E. Hall, A. Meyer, and D. H. Rose, 9–12. New York: Guilford Press.
   Google Scholar
• Marino, M. T., C. M. Gotch, M. Israel, E. VasquezIII, J. D. Basham, and K. Becht. 2013. “UDL in the Middle School Science Classroom: Can Video Games and Alternative Text Heighten Engagement and Learning for Students with Learning Disabilities?” Learning Disability Quarterly 20 (10): 1–13.
   Google Scholar
• Patall, E. A., H. Cooper, and J. C. Robinson. 2008. “The Effects of Choice on Intrinsic Motivation and Related Outcomes: A Meta-Analysis of Research Findings.” Psychological Bulletin 134 (2): 270–300. doi: 10.1037/0033-2909.134.2.270
   PubMed Web of Science ®Google Scholar
• Rose, D. H., A. Meyer, and C. Hitchcock. 2005. The Universally Designed Classroom: Accessible Curriculum and Digital Technologies. Boston: Harvard Education Press.
   Google Scholar
• Sanchez Fuentes, S., L. Castro, J. Casas, V. Vallejo, and D. Zuniga. 2016. “Teacher Perceptions Based on Universal Design for Learning.” Communication Disorders, Deaf Studies, and Hearing Aids 4 (1): 1–5.
   Google Scholar
• Schelly, C. L., P. L. Davies, and C. L. Spooner. 2011. “Student Perceptions of Faculty Implementation of Universal Design for Learning.” Journal of Postsecondary Education and Disability 24 (1): 17–30.
   Google Scholar
• Schraw, G. 2010. “The Effect of General Meta-Cognitive Knowledge on Test Performance and Confidence Judgments.” The Journal of Experimental Education 65 (2): 135–146. doi: 10.1080/00220973.1997.9943788
   Google Scholar
• Spencer, S. A. 2011. “Universal Design for Learning: Assistance for Teachers in Today’s Inclusive Classroom.” Interdisciplinary Journal of Teaching and Learning 1 (1): 10–22.
   Google Scholar
• Spooner, F., J. N. Baker, A. A. Harris, L. Ahlgrim-Delzell, and D. M. Broder. 2007. “Effects of Training in Universal Design for Learning on Lesson Plan Development.” Remedial and Special Education 28 (2): 108–116. doi: 10.1177/07419325070280020101
   Web of Science ®Google Scholar
• Thomas, G., D. Walker, and J. Webb. 1998. The Making of the Inclusive School. London: Routledge.
   Google Scholar
• Vreeburg Izzo, M., A. Murray, and J. Novak. 2008. “The Faculty Perspective on Universal Design for Learning.” Journal of Postsecondary Education and Disability 21 (2): 60–72.
   Google Scholar
• Winter, G. 2016. “Examining Changes in Teachers’ Lesson Plans Following Universal Design for Learning Training.” Doctoral Dissertation. ProQuest. (10160010).
   Google Scholar