An Analysis of Teachers&#039; Implementation Levels of Universal Design for Learning in the Schools for the Blind and Low Vision (시각장애학교 교사의 보편적 학습설계 적용 수준 연구)

Jinseok Park (박진석); Lee Hae-Gyun (이해균)

doi:10.19049/JSPED.2018.19.4.09

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.

KEYWORDS

Universal Design for learning, UDL, Visual Impairment, Teacher Expertise, Inclusive Education

Citation status

* References for papers published after 2023 are currently being built.

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

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Journal of Special Education: Theory and Practice 2023 KCI Impact Factor : 1.96

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

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* References for papers published after 2023 are currently being built.

Journal of Special Education: Theory and Practice 2023 KCI Impact Factor : 1.96

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

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