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An Analysis of Teachers' Implementation Levels of Universal Design for Learning in the Schools for the Blind and Low Vision

  • Journal of Special Education: Theory and Practice
  • Abbr : JSPED
  • 2018, 19(4), pp.201-218
  • DOI : 10.19049/JSPED.2018.19.4.09
  • Publisher : Research Institute of the Korea Special Education
  • Research Area : Social Science > Education
  • Received : November 12, 2018
  • Accepted : December 24, 2018
  • Published : December 31, 2018

Jinseok Park 1 Lee Hae-Gyun 2

1애리조나대학교
2대구대학교

Accredited

ABSTRACT

The purpose of this study is to examine the teacher's implementation levels of Universal Design for Learning (UDL) in schools for the blind. It was conducted the structured survey with a questionnaire based on 'UDL guidelines version 2.0'(CAST, 2011), and then the collected data was analyzed to investigate the difference of implementation levels depending on the teachers' demographics. The conclusions are the following: First, the implementation levels of teachers with UDL training was higher than those of the teachers without training in the component of providing multiple options for representation. In the guideline #2, the teachers in the elementary school curriculum showed the higher levels of implementation than those of teachers in the occupational course. Second, in the guideline #6, the teachers in elementary and middle school curriculum, with sight, and with UDL training have higher implementation levels than the ones in the occupational course, with visual impairments, and without UDL training respectively. Three, the implementation levels of teachers in the elementary school curriculum is higher than those of teachers in the occupational course in the guideline #8. Sighted teachers show a higher level of implementation than that of teachers with visual impairments in the guideline #9. Based on these conclusions, it will need to conduct additional research about that the evidence-based research and the development of interventions considering the three components of UDL.

Citation status

* References for papers published after 2022 are currently being built.

This paper was written with support from the National Research Foundation of Korea.