Journal of Special Education: Theory and Practice 2023 KCI Impact Factor : 1.96
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pISSN : 1598-060X / eISSN : 2734-0090
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A Study on the Relationship Between Universal Design for Learning and Differentiating Instruction
- Journal of Special Education: Theory and Practice
- Abbr : JSPED
- 2017, 18(4), pp.157-182
- DOI : 10.19049/JSPED.2017.18.4.07
- Publisher : Research Institute of the Korea Special Education
- Research Area : Social Science > Education
Kim， Namjin 1, Yong-Wook Kim 2
1대구대학교 한국특수교육문제연구소
2대구대학교
Accredited
ABSTRACT
The diversity of regular class members is increasing due to factors such as expansion of inclusive education, increase of multicultural students, and the appearance of LERD. In this generalized classroom environment with diversity, Universal Design for Learning(UDL) has been proposed as a way to meet both the educational needs of students and the educational and social needs of improving achievement. UDL offers a variety of practical teaching methods, one of which is a differentiating instruction. The differentiating instruction has been pointed out as a problem in terms of resource limitation, organizational resistance, lack of easy-to-implement framework, although it is a teaching method that appeared before UDL in time. However, through the framework provided by the UDL, differentiating instruction is expanding the opportunity for appropriate flexibility in their implementation. In practice, the UDL and differentiating instruction are complementary, but there is still a lack of research that suggests specific implementation methods that apply both concepts at the same time. This study was conducted to investigate the effects of differentiating instruction strategies according to learner characteristics(readiness, interest, learning profile), components of differentiating instruction(content, process, performance, learning environment), UDL principles(representation, behavior and expression, participation) inherent in differentiating instruction, and implementation of UDL-based differentiating instruction through PAL and UDL Lesson Plan Cycle. It is meaningful that such a series of studies can enhance the possibility of more concrete and realistic UDL-based teaching and learning based on a clear understanding of the relationship between individual concepts.
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This paper was written with support from the National Research Foundation of Korea.