AzUCD: Pre-service Teachers Beliefs: Impact of Training on University Design for Learning

2019

Karen Applequist
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928-523-9276

Seventy-seven pre-service teachers enrolled in an introductory special education course completed a questionnaire on their beliefs about learning, teaching, and disability, before and after completing one of two randomly assigned training modules on Universal Design for Learning (UDL). Analyses of these results suggest that a significant change in beliefs toward interventionist beliefs about learning, teaching, and disability occurred for participants who completed either module on UDL. Additionally, a small to moderate, positive relationship was identified between pre-service teachers beliefs about disability and their epistemological beliefs, with the strength of this relationship increasing following their training in UDL. These findings suggest that training in UDL can have a powerful and positive impact on pre-service teachers epistemological beliefs and beliefs about disability.

universal design, preservice teachers, special education, inclusion

Peer-reviewed publications in scholarly journals Published/In Press

Professionals

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