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Directions of Emergent Literacy Teaching for Students with Developmental Disabilities: UDL Principle-based Analysis of Special Teacher Experiences

  • Journal of Special Education: Theory and Practice
  • Abbr : JSPED
  • 2021, 22(2), pp.253-282
  • DOI : 10.19049/JSPED.2021.22.2.11
  • Publisher : Research Institute of the Korea Special Education
  • Research Area : Social Science > Education
  • Received : May 12, 2021
  • Accepted : June 7, 2021
  • Published : June 30, 2021

Lee, Mikyung 1 Hak Jun Lee 1

1대구대학교 한국특수교육문제연구소

Accredited

ABSTRACT

[Purpose] This study aimed to explore the teaching direction of emergent literacy through a universal design for learning (UDL) principle-based analysis of the experiences of special-education teachers involved in early literacy teaching of students with developmental disabilities. [Method] Six elementary special-education teachers experienced in emergent literacy teaching of students with developmental disabilities were interviewed in January and February 2021. The interviews were transcribed, and an analysis was conducted based on UDL principles. [Results] First, regarding the UDL principle of representation, it is possible to consider teaching using printed materials, teaching using media, teaching for improving representational ability, teaching considering transfer and generalization, teaching through linkage with subject content, and teaching through within-stimulus prompts. Second, regarding the UDL principles of action and expression, it is possible to consider teaching focusing on experiences and activities, communication using ICT, and teaching for real-life applications. Third, regarding the UDL principle of participation, it is possible to consider interest-oriented teaching, teaching for self-directed learning, providing achievement-oriented feedback, and teaching using prior knowledge. [Conclusion] In emergent literacy education for students with developmental disabilities, it is necessary to develop UDL-based educational programs that provide for various representations, behaviors, expressions, and participation.

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.