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A Study on Field Application Strategy of UDL for Differentiated Instruction

  • Journal of Special Education: Theory and Practice
  • Abbr : JSPED
  • 2019, 20(4), pp.101-116
  • DOI : 10.19049/JSPED.2019.20.4.07
  • Publisher : Research Institute of the Korea Special Education
  • Research Area : Social Science > Education
  • Received : November 11, 2019
  • Accepted : December 9, 2019
  • Published : December 31, 2019

Min ChunSik 1

1대구교육대학교

Accredited

ABSTRACT

[Purpose] The purpose of this study is to explore the instruction strategy that can be applied in the inclusive classroom by using UDL for differentiated instruction for all through related literature. and [Method] it is a literature study analyzing 38 related literatures. [Results] The results of this study are as follows: First, the principles of UDL is to the educational expansion the seven principles proposed in universal design: impartial use, flexibility in use, simple and intuitive use, perceivable information, tolerance for errors, minimization of physical effort. of the appropriate size and space for access and use. Second, when designing a curriculum that meets the needs of all learners, When designing a curriculum that meets the needs of all learners, in the process of content, process, and outcome of the curriculum approach perspective, the three key elements of UDL must be meets the various means of representation, the various means of participation, and various means of expression. various means of expression. Third, the teacher's belief is that the learner's ultimate goal to reach through the instruction of UDL is nomadic and motivated learners, rich and knowledgeable learners, strategic and goal-oriented learners. The four co-teaching approaches method that have demonstrated the effectiveness of co-teaching for differentiated instruction: supportive teaching, parallel teaching, complementary teaching, and team teaching enable the mastery of curriculum expertise and teacher-to-teacher collaboration. [Conclusion] Principle of UDL suggests the applicability of a new way of thinking to rethink current education in the framework of education for all. The principle of UDL is to move our thinking one step further, not in 'where to teach' students with special educational needs due to disabilities, but in 'thow to each' all students with each different educational needs.

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