DOI
https://doi.org/10.25772/1QV3-ZK54
Defense Date
2022
Document Type
Dissertation
Degree Name
Doctor of Philosophy
Department
Special Education
First Advisor
Dr. Kevin Sutherland
Abstract
The purpose of this study was to explore the use of UDL in a special education program’s coursework and analyze how it affects college students outcomes beyond their classrooms. Past research has suggested that UDL has been increasingly used in college-level coursework design, and courses designed with UDL have higher reports of college student achievement. Based on the principles of UDL and andragogy, this study identified four central research questions. Specifically, a small qual/large quant mixed-method research design was used to investigate instructor utilization of the UDL principles, teacher candidate corroboration of UDL elements in their coursework, and an exploration of current student use of the skills learned in various courses from a special education program in the 2020-2021 academic year. Additionally, it was tested to determine of the EnACT UDL syllabus rubric could be used to predict instructor use of UDL. A Ruskal-Wallis H test was used to determine if there were significant different between instructor and teacher candidate responses, as well as differences between the instructor responses and EnACT UDL syllabus tool items. Results indicated that the EnACT UDL syllabus tool was not useful to predict instructor use of UDL in their coursework design. Further, results of specific differences between instructor and teacher candidates reports of UDL elements are presented and discussed. Limitations and implications for instructor implementation of UDL research, practice, and policy are discussed.
Rights
© Peter Edmund Lewis Temple
Is Part Of
VCU University Archives
Is Part Of
VCU Theses and Dissertations
Date of Submission
12-8-2022
Included in
Disability and Equity in Education Commons, Higher Education Commons, Special Education and Teaching Commons