Keywords

Universal Design for Learning, Preservice Teachers, Video Modeling, Application, Lesson Plans, UDL Principles

Abstract

Given current legislation to ensure education for students with disabilities and that institutions of higher education are required to use universal design for learning (UDL) principles, the purpose of this study was to explore the impact of video modeling on preservice teachers' knowledge, understanding and application of the three principles of UDL. Preservice teachers were randomly assigned to control or experimental groups to determine if video embedded with UDL principles impacted their thinking. Specifically, pre and posttest information of knowledge and understanding as well as self-perceived ability to teach students with disabilities using UDL was analyzed. In addition preservice teacher created lesson plans were analyzed for application of UDL principles after viewing the video intervention. Quantitative analyses were conducted to compare pre and posttest scores of the control group (n = 41) and experimental group (n =45). The quantitative analyses of knowledge, understanding

Notes

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Graduation Date

2009

Advisor

Dieker, Lisa

Degree

Doctor of Philosophy (Ph.D.)

College

College of Education

Department

Child, Family and Community Sciences

Degree Program

Education

Format

application/pdf

Identifier

CFE0002816

URL

http://purl.fcla.edu/fcla/etd/CFE0002816

Language

English

Release Date

September 2009

Length of Campus-only Access

None

Access Status

Doctoral Dissertation (Open Access)

Included in

Education Commons

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