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INTEGRATING UNIVERSAL DESIGN FOR LEARNING THROUGH CONTENT VIDEO WITH PRESERVICE TEACHERS

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Date Issued:
2009
Abstract/Description:
Given current legislation to ensure education for students with disabilities and that institutions of higher education are required to use universal design for learning (UDL) principles, the purpose of this study was to explore the impact of video modeling on preservice teachers' knowledge, understanding and application of the three principles of UDL. Preservice teachers were randomly assigned to control or experimental groups to determine if video embedded with UDL principles impacted their thinking. Specifically, pre and posttest information of knowledge and understanding as well as self-perceived ability to teach students with disabilities using UDL was analyzed. In addition preservice teacher created lesson plans were analyzed for application of UDL principles after viewing the video intervention. Quantitative analyses were conducted to compare pre and posttest scores of the control group (n = 41) and experimental group (n =45). The quantitative analyses of knowledge, understanding and self-perceived ability to use UDL were mixed. The results of this investigation were consistent with current research that teacher application of a skill requires more than a one-shot intervention.
Title: INTEGRATING UNIVERSAL DESIGN FOR LEARNING THROUGH CONTENT VIDEO WITH PRESERVICE TEACHERS.
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Name(s): Aronin, Sara, Author
Dieker, Lisa, Committee Chair
University of Central Florida, Degree Grantor
Type of Resource: text
Date Issued: 2009
Publisher: University of Central Florida
Language(s): English
Abstract/Description: Given current legislation to ensure education for students with disabilities and that institutions of higher education are required to use universal design for learning (UDL) principles, the purpose of this study was to explore the impact of video modeling on preservice teachers' knowledge, understanding and application of the three principles of UDL. Preservice teachers were randomly assigned to control or experimental groups to determine if video embedded with UDL principles impacted their thinking. Specifically, pre and posttest information of knowledge and understanding as well as self-perceived ability to teach students with disabilities using UDL was analyzed. In addition preservice teacher created lesson plans were analyzed for application of UDL principles after viewing the video intervention. Quantitative analyses were conducted to compare pre and posttest scores of the control group (n = 41) and experimental group (n =45). The quantitative analyses of knowledge, understanding and self-perceived ability to use UDL were mixed. The results of this investigation were consistent with current research that teacher application of a skill requires more than a one-shot intervention.
Identifier: CFE0002816 (IID), ucf:48115 (fedora)
Note(s): 2009-08-01
Ph.D.
Education, Department of Child Family and Community Sciences
Doctorate
This record was generated from author submitted information.
Subject(s): Universal Design for Learning
Preservice Teachers
Video Modeling
Application
Lesson Plans
UDL Principles
Persistent Link to This Record: http://purl.flvc.org/ucf/fd/CFE0002816
Restrictions on Access: public
Host Institution: UCF

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