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@article{ART002540934},
author={Hak Jun Lee and Yong-Wook Kim},
title={UDL Philosophy and Its Implication of Inclusive Physical Education},
journal={Journal of Special Education: Theory and Practice},
issn={1598-060X},
year={2019},
volume={20},
number={4},
pages={27-36},
doi={10.19049/JSPED.2019.20.4.02}

TY - JOUR
AU - Hak Jun Lee
AU - Yong-Wook Kim
TI - UDL Philosophy and Its Implication of Inclusive Physical Education
JO - Journal of Special Education: Theory and Practice
PY - 2019
VL - 20
IS - 4
PB - Research Institute of the Korea Special Education
SP - 27
EP - 36
SN - 1598-060X
AB - [Purpose] The purpose of this study is to understand the implications of universal design for learning philosophy for inclusive physical education. [Method] The method of research was studied in literature In this regard, the question of research is: First, why do UDL be necessary in inclusive physical education classes? Second, what does UDL philosophy mean for inclusive physical education? [Results] The results are as follows. First, this is why UDL is necessary in inclusive physical education. UDL consists of three principles, nine guidelines, and a checklist. The principles of UDL include philosophy. Students should be given different ways of representing themselves to help them understand, and then various behaviors and expressions should be provided so that students can speak their thinking. And it is necessary to provide various ways of participation. Second, the implications of UDL for inclusive physical education are the clauses of fault-tolerant learning design, learning design for all students, and inclusive learning design. [Conclusion] Physical education for all students oriented by inclusive physical education should be designed based on the UDL philosophy with goals, content, methods, evaluations and materials that can identify possibilities in the universal design for learning-based inclusive physical education.
KW - Inclusive physical education;Universal design for Learning;Participation;Representation;Behavior and Representation
DO - 10.19049/JSPED.2019.20.4.02
ER -

Hak Jun Lee and Yong-Wook Kim. (2019). UDL Philosophy and Its Implication of Inclusive Physical Education. Journal of Special Education: Theory and Practice, 20(4), 27-36.

Hak Jun Lee and Yong-Wook Kim. 2019, "UDL Philosophy and Its Implication of Inclusive Physical Education", Journal of Special Education: Theory and Practice, vol.20, no.4 pp.27-36. Available from: doi:10.19049/JSPED.2019.20.4.02

Hak Jun Lee, Yong-Wook Kim "UDL Philosophy and Its Implication of Inclusive Physical Education" Journal of Special Education: Theory and Practice 20.4 pp.27-36 (2019) : 27.

Hak Jun Lee, Yong-Wook Kim. UDL Philosophy and Its Implication of Inclusive Physical Education. 2019; 20(4), 27-36. Available from: doi:10.19049/JSPED.2019.20.4.02

Hak Jun Lee and Yong-Wook Kim. "UDL Philosophy and Its Implication of Inclusive Physical Education" Journal of Special Education: Theory and Practice 20, no.4 (2019) : 27-36.doi: 10.19049/JSPED.2019.20.4.02

Hak Jun Lee; Yong-Wook Kim. UDL Philosophy and Its Implication of Inclusive Physical Education. Journal of Special Education: Theory and Practice, 20(4), 27-36. doi: 10.19049/JSPED.2019.20.4.02

Hak Jun Lee; Yong-Wook Kim. UDL Philosophy and Its Implication of Inclusive Physical Education. Journal of Special Education: Theory and Practice. 2019; 20(4) 27-36. doi: 10.19049/JSPED.2019.20.4.02

Hak Jun Lee, Yong-Wook Kim. UDL Philosophy and Its Implication of Inclusive Physical Education. 2019; 20(4), 27-36. Available from: doi:10.19049/JSPED.2019.20.4.02

Hak Jun Lee and Yong-Wook Kim. "UDL Philosophy and Its Implication of Inclusive Physical Education" Journal of Special Education: Theory and Practice 20, no.4 (2019) : 27-36.doi: 10.19049/JSPED.2019.20.4.02