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Universal Design for Learning and Students with Intellectual Disabilities : = A Qualitative Descriptive Study.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Universal Design for Learning and Students with Intellectual Disabilities :/
其他題名:	A Qualitative Descriptive Study.
作者:	Flis, Clement R., Jr.
面頁冊數:	1 online resource (231 pages)
附註:	Source: Dissertations Abstracts International, Volume: 82-05, Section: A.
Contained By:	Dissertations Abstracts International82-05A.
標題:	Educational administration. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=28152954click for full text (PQDT)
ISBN:	9798684695452

Universal Design for Learning and Students with Intellectual Disabilities : = A Qualitative Descriptive Study.
Flis, Clement R., Jr.

Universal Design for Learning and Students with Intellectual Disabilities :A Qualitative Descriptive Study. - 1 online resource (231 pages)

Source: Dissertations Abstracts International, Volume: 82-05, Section: A.

Thesis (Ed.D.)--Grand Canyon University, 2020.

Includes bibliographical references

The purpose of this qualitative descriptive study was to explore how educators describe implementation of specific components of universal design for learning for students with intellectual disabilities in inclusive classrooms in the Southwestern United States. This study was guided by Constructive Alignment Theory that is devising teaching and learning activities and assessments that directly address the proposed learning results. The questions this study addressed were: How do educators describe the process of implementing universal design for learning? How do educators describe the successes and challenges of implementing universal design for learning in inclusive classroom settings for students with intellectual disabilities? This study used a sample of 90 participants from six different high schools. From that target of 25 participants, 10 participated in a focus group and 15 participated in individual semi-structured interviews. The remaining 65 participants served as a reserve for cases of attrition. Thematic analysis provided relevant patterns and themes from the data collected during the focus group and interviews. The results of the data analysis revealed that the two most important themes were intentional planning for student variability and flexible methods and materials. The themes described by the participants were differentiated lesson plans, use of student multiple intelligences, strengths and weaknesses of students with intellectual disabilities, use of manipulatives, and lesson modifications. In conclusion, this study indicated how general and special educators were able to implement components of UDL framework in inclusive classroom settings for students of intellectual disabilities.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2023

Mode of access: World Wide Web

ISBN: 9798684695452Subjects--Topical Terms:

2122799
Educational administration.
Subjects--Index Terms:

DifferentiateIndex Terms--Genre/Form:

542853
Electronic books.

Universal Design for Learning and Students with Intellectual Disabilities : = A Qualitative Descriptive Study.
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502 $a Thesis (Ed.D.)--Grand Canyon University, 2020.
504 $a Includes bibliographical references
520 $a The purpose of this qualitative descriptive study was to explore how educators describe implementation of specific components of universal design for learning for students with intellectual disabilities in inclusive classrooms in the Southwestern United States. This study was guided by Constructive Alignment Theory that is devising teaching and learning activities and assessments that directly address the proposed learning results. The questions this study addressed were: How do educators describe the process of implementing universal design for learning? How do educators describe the successes and challenges of implementing universal design for learning in inclusive classroom settings for students with intellectual disabilities? This study used a sample of 90 participants from six different high schools. From that target of 25 participants, 10 participated in a focus group and 15 participated in individual semi-structured interviews. The remaining 65 participants served as a reserve for cases of attrition. Thematic analysis provided relevant patterns and themes from the data collected during the focus group and interviews. The results of the data analysis revealed that the two most important themes were intentional planning for student variability and flexible methods and materials. The themes described by the participants were differentiated lesson plans, use of student multiple intelligences, strengths and weaknesses of students with intellectual disabilities, use of manipulatives, and lesson modifications. In conclusion, this study indicated how general and special educators were able to implement components of UDL framework in inclusive classroom settings for students of intellectual disabilities.
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538 $a Mode of access: World Wide Web
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