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ERIC Number: EJ828432
Record Type: Journal
Publication Date: 2007-Apr
Pages: 13
Abstractor: As Provided
Reference Count: 29
ISBN: N/A
ISSN: ISSN-1090-1027
Transforming Universal Design for Learning in Early Childhood Teacher Education from College Classroom to Early Childhood Classroom
McGuire-Schwartz, Mary Ellen; Arndt, Janet S.
Journal of Early Childhood Teacher Education, v28 n2 p127-139 Apr 2007
This article focuses on the application of Universal Design for Learning from theory to practice from the college classroom to the practicum experiences of preservice teacher candidates. It combines description of two research projects that explored and documented how participants understand and use Universal Design for Learning in lesson planning. Universal Design for Learning holds promise in training early childhood teacher educators to work with diverse populations and to provide access to learning for all students, including children with special needs. In Study One, 36 teacher candidates used action research to implement a Universal Design for Learning strategy, collect and analyze data, and become researchers. In Study Two, five teacher candidates were introduced to the principles of Universal Design for Learning and designed lesson plans for their practica. These qualitative research studies explored and documented how teacher candidates understand, introduce, and integrate the principles and practices of Universal Design for Learning. An overview of principles and practices of Universal Design for Learning, its use in the college classroom, its application in lesson planning and teaching, and the use of action research to determine its impact on the learning of all students in public school classrooms are presented.
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: Early Childhood Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A