Changing Perceptions of Inclusion : The Role of Universal Design for Learning Framework in Pre-Service Teacher Preparation

Abstract

This study focuses on how instruction utilizing a Universal Design for Learning (UDL) framework influences secondary pre-service educators’ knowledge and perceptions of inclusion in educating students with disabilities. Achieving greater acceptance of students with disabilities in general education classrooms requires additional preparation emphasizing inclusive knowledge and skills. For this study, pre-service general educators completed pre-and post-course surveys which focused on students' perceptions of and preparation for inclusive education through examining six constructs. A 30-question survey was completed before and after a pre-service inclusive methods course. Additionally, participants (n=82) developed inclusive lesson plans implementing UDL principles. Researchers found significant change from time one to time two: (a) participants' efficacy for including students with disabilities in their classrooms and (b) their knowledge and skills associated with UDL. Findings of this study indicate that pre-service general educators may require more than one inclusive methods course to develop their inclusion-related skills. Additional recommendations include providing pre-service teachers with a placement that involves inclusion with students with disabilities and a collaboration course between pre-service special educators. Through the continuation of this study, additional data collected will look to provide more reliability and further perceptions on collaboration and inclusive practices within pre-service preparation.