Universal Design for Learning Principles in a Hybrid Course

Rebecca Elder Hinshaw and Suad Sakalli Gumus

SAGE Open, 2013, vol. 3, issue 1, 2158244013480789

Abstract: Universal Design for Learning (UDL) is a promising approach of differentiating instruction to meet the needs of all students. While differentiation is not unique to special educators, it is an expectation of the profession that special educators know ways to differentiate instruction to meet the needs of diverse learners. Furthermore, as more practicing educators seek out online education opportunities offered by teacher education programs, it is beneficial that instructors understand how these participants interpret what they learn and translate it into practice. This article focuses on a case study of the experiences of five special educators who participated in a hybrid graduate course using UDL concepts. The case study design utilized interviews, observation, and course products. Inductive data analysis uncovered three emerging themes that corresponded to the participants’ perception and practice of UDL.

Keywords: Universal Design; hybrid; teacher education (search for similar items in EconPapers)
Date: 2013
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Citations: View citations in EconPapers (1)

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Persistent link: https://EconPapers.repec.org/RePEc:sae:sagope:v:3:y:2013:i:1:p:2158244013480789

DOI: 10.1177/2158244013480789

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