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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Bangladeshi Science Lecturers’ Beliefs and Self-reported Actions on Universal Design for Learning
- Journal of Special Education: Theory and Practice
- Abbr : JSPED
- 2019, 20(4), pp.133-149
- DOI : 10.19049/JSPED.2019.20.4.08
- Publisher : Research Institute of the Korea Special Education
- Research Area : Social Science > Education
- Received : November 7, 2019
- Accepted : December 12, 2019
- Published : December 31, 2019
Mahfuz, Md Shohag 1, Kim， Yong-Wook 2, JEONGHO CHA 3
1대구대학교 한국특수교육문제연구소
2한국체육대학교 장애인 스포츠 과학연구소
3대구대학교
Accredited
ABSTRACT
[Purpose] In this research, the authors surveyed Bangladeshi university science lecturers’ beliefs and self-reported actions on diversified students’ disability-related topics and on inclusive teaching practices and their implementation. [Method] For this purpose, we use the Inclusive Teaching Strategies Inventory (ITSI), which is comprised of the following six subscales: a) Accommodation, b) Accessible Course Materials, c) Course Modification, d) Inclusive Lecture Strategies, e) Inclusive Class, and f) Inclusive Assessment. The ITSI contains two feedback categories that evaluate both lectures’ beliefs and self-reported actions on UDL in the six areas. We conducted SPSS-24 for a series of analyses to determine the Bangladeshi science lecturers’ beliefs and self-reported actions on UDL by lecturers’ gender and teaching experience, as well as the differences with equivalent data from the U.S., Spain and Canada. [Results] The results revealed that Bangladeshi science lecturers’ belief levels were higher than their self-reported actions. There were some significant differences among lecturers’ gender and teaching experience in both belief and action of UDL. Bangladeshi lecturers’ self-reported actions were significantly lower than that of the three other countries, although their beliefs were higher.
[Conclusion] Professional development for Bangladeshi lecturers are needed in future to help them utilize UDL guidelines in their classes.
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This paper was written with support from the National Research Foundation of Korea.