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ERIC Number: EJ1412183
Record Type: Journal
Publication Date: 2023
Pages: 22
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1175-9232
EISSN: N/A
Promoting Inclusive Practice for Autistic Learners: Universal Design for Learning
Fiona Mitchell
Kairaranga, v24 n2 p30-51 2023
The Universal Design for Learning (UDL) framework has the potential to enhance the inclusive practices of teachers with autistic learners in their classes. This study examines the extent to which the UDL framework is currently being used as a model for the inclusion of autistic learners in New Zealand primary schools. This study gathered data from a survey conducted online by primary teachers of autistic learners, and used the Universal Design for Learning guidelines to ask teachers how they felt they were using them within their classroom programmes. The study concludes that while some teachers are aware of and use the UDL framework, there is still work that needs to be done to ensure that it is consistently and consciously used to benefit autistic learners. There needs to be robust professional development programmes accessible to all teachers to see the UDL framework fully utilised within New Zealand primary schools.
Massey University. Private Bag 11 222; Palmerston North 4442, New Zealand. Tel: +64-6-351-3396; Fax: +64-6-351-3472; email: kairaranga@massey.ac.nz; Web site: https://www.kairaranga.ac.nz/index.php/k/issue/view/35
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: New Zealand
Grant or Contract Numbers: N/A