Teacher candidates’ abilities to develop universal design for learning and universal design for transition lesson plans

Abstract

The current study was used to examine a universal design for learning (UDL) and universal design for transition (UDT) training intervention that was provided to 52 preservice and inservice teacher candidates enrolled in 2 special education teacher method courses. The UDL and UDT frameworks were used to support teachers’ efforts to develop lesson plans that meet a full range of student academic and transition needs. Following the intervention, teacher candidates showed significant improvements incorporating UDL and UDT components into lesson plans. Candidates reported widespread agreement that the UDL and UDT frameworks provided opportunities to develop lesson plans inclusive of all students, including students with disabilities in general education classrooms, and that the UDT framework would make learning opportunities more engaging and relevant for students. Limitations and implications for teacher education programmes are included. Future research regarding interventions and potentials for improved training of preservice and inservice special education teachers was discussed.

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