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How Teacher Perceptions and Attitude...

Modderman, Sheri,

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How Teacher Perceptions and Attitudes and Knowledge of Universal Design for Learning Impact Students With Mild Disabilities /

Record Type:	Electronic resources : Monograph/item
Title/Author:	How Teacher Perceptions and Attitudes and Knowledge of Universal Design for Learning Impact Students With Mild Disabilities // Sheri Modderman.
Author:	Modderman, Sheri,
Description:	1 electronic resource (178 pages)
Notes:	Source: Dissertations Abstracts International, Volume: 86-04, Section: A.
Contained By:	Dissertations Abstracts International86-04A.
Subject:	Special education. -
Online resource:	https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=31147289
ISBN:	9798384479246

How Teacher Perceptions and Attitudes and Knowledge of Universal Design for Learning Impact Students With Mild Disabilities /
Modderman, Sheri,

How Teacher Perceptions and Attitudes and Knowledge of Universal Design for Learning Impact Students With Mild Disabilities /Sheri Modderman. - 1 electronic resource (178 pages)

Source: Dissertations Abstracts International, Volume: 86-04, Section: A.

Students with mild disabilities are spending the majority of their school day in general education classrooms. However, their academic engagement and outcomes are not always favorable and teachers are often unprepared to present curricula in a way that is engaging and accessible for students at every skill level. A Theory of Academic Engagement was developed that addressed a process for increasing engagement and outcomes for students with mild disabilities. A survey was developed and distributed to practicing elementary level teachers in five western states to investigate teachers' knowledge of Universal Design for Learning (UDL) as well as their attitudes and perceptions toward students with mild disabilities in their classrooms. Both the UDL survey items and the Attitudes and Perceptions items were divided into subfactors and each subfactor was used to address the research questions. In addition to a rating scale, the survey included 4 open-ended written response questions. The findings revealed that while most teachers had some understanding of UDL, they did not have the depth of knowledge or training to implement it effectively. Further, while teachers' attitudes and perceptions of students with mild disabilities were positive, they expressed frustration with a lack of support and proper training. In addition, a discussion of the results as well as implications and directions for future research are included.

English

ISBN: 9798384479246Subjects--Topical Terms:

516693
Special education.
Subjects--Index Terms:

Inclusion

How Teacher Perceptions and Attitudes and Knowledge of Universal Design for Learning Impact Students With Mild Disabilities /
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500 $a Source: Dissertations Abstracts International, Volume: 86-04, Section: A.
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520 $a Students with mild disabilities are spending the majority of their school day in general education classrooms. However, their academic engagement and outcomes are not always favorable and teachers are often unprepared to present curricula in a way that is engaging and accessible for students at every skill level. A Theory of Academic Engagement was developed that addressed a process for increasing engagement and outcomes for students with mild disabilities. A survey was developed and distributed to practicing elementary level teachers in five western states to investigate teachers' knowledge of Universal Design for Learning (UDL) as well as their attitudes and perceptions toward students with mild disabilities in their classrooms. Both the UDL survey items and the Attitudes and Perceptions items were divided into subfactors and each subfactor was used to address the research questions. In addition to a rating scale, the survey included 4 open-ended written response questions. The findings revealed that while most teachers had some understanding of UDL, they did not have the depth of knowledge or training to implement it effectively. Further, while teachers' attitudes and perceptions of students with mild disabilities were positive, they expressed frustration with a lack of support and proper training. In addition, a discussion of the results as well as implications and directions for future research are included.
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590 $a School code: 0251
650 4 $a Special education. $3 516693
650 4 $a Education. $3 516579
650 4 $a Disability studies. $3 543687
653 $a Inclusion
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653 $a Teacher attitudes
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653 $a Academic engagement
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