Enhancing Student Learning in the Online Instructional Environment Through the Use of Universal Design for Learning

As college faculty who prepare future teachers, we strive to teach our students through instruction and modeling best practices in teaching. We constantly evaluate our teaching and make adjustments to include updated knowledge about effective instruction. The evaluation and adjustments made to our courses lend themselves to action research. We take what we learn from our research and make appropriate changes to better meet the diverse needs of students. This article provides an overview of a final project that used Universal Design for Learning (UDL) for assessing student knowledge. This research focused on the principle of Multiple Means of Action and Expression and the impact the UDL final project had on student learning as well as overall perceptions of the project. Results indicate that participants enjoyed the final project and that it impacted their learning. Students reported enjoying having choice in how they demonstrated their understanding of the content

Creativity in the Virtual Classroom: Engaging Online Special Education Teacher Candidates in Their Own Learning

According to the National Center for Education Statistics (2022), the number of college students enrolled in at least one online course was approximately 11 million during the 2021-2022 school year. Knowing that institutes of higher education (IHEs) are responsible for teaching students who are primarily online learners, special education teacher preparation programs at IHEs need to change their focus on how to meet these online learners\u27 needs. There is plentiful research on what faculty should include in their online classes, but finding specific strategies and activities that engage students in their own learning can be challenging. This article provides teacher educators with activities and strategies used in classes to engage online students in their learning, aiming for quick and easy implementation into future online special education teacher preparation courses

A Practical Guide to Writing Behavior Intervention Plans for Young Children

Early childhood special education (ECSE) teachers support children who qualify for Individualized Education Programs (IEPs) mandated by the Individuals with Disabilities Education Act (IDEA, 2004). ECSEs generally serve children under the age of five and are often asked to guide the development of a plan to decrease persistent challenging behaviors of children in classrooms. IDEA indicates that a Behavior Intervention Plan (BIP), based on the results of a Functional Behavior Assessment (FBA), be developed, written, and implemented when a child engages in behaviors preventing him/her or children in the classroom from learning. This article is designed to guide ECSEs and other team members to write quality BIPs for young children receiving special education services. The importance of BIPs, effective strategies teams can use to develop BIPs, key components of BIPs, and recommendations for teachers are provided. A hypothetical case study weaved through this article shares the experiences of Marco, a young child with autism, his family, and ECSE teacher as she leads the BIP development process in collaboration with her team

Using a Universal Design for Learning Framework to Provide Multiple Means of Representation in the Early Childhood Classroom

In order to ensure high quality outcomes for all children in the early childhood classroom, teachers are expected to utilize both the Developmentally Appropriate Practices (DAP) provided by the National Association for the Education of Young Children (NAEYC, 2009), as well as the Division of Early Childhood (DEC) Recommended Practices (DEC, 2014). Both NAEYC’s DAP and DEC’s Recommended Practices align with the use of Universal Design for Learning (UDL). UDL is a framework that supports the learning needs of all learners through intentional, proactive, and reflective instruction and interactions. This article provides a brief overview of UDL, with a specific focus on multiple means of representation in the early childhood classroom

Universal Design for Learning (UDL) in Inclusive Preschool Science Classrooms

Science instruction is a critical aspect of early learning. Teachers can support young children’s learning about scientific concepts through the use of the Universal Design for Learning (UDL) framework, which is a proactive approach to instructional planning that helps ensure success for all learners. This teaching techniques article offers preschool teachers practical solutions for implementing in the UDL framework for science instruction in their classrooms

Preschool Teachers' Self-reported Levels of Preparation for Classroom Behavior Management

Research indicates that serious behavior problems begin during the early childhood years. The study examined the perceived preparedness of teachers related to behavior management as well as preschool teachers' usage of evidence-based prevention and intervention strategies. The data indicates that preschool teachers feel prepared for managing aggression in their classrooms and report utilizing evidence-based prevention and intervention strategies regularly. Additionally, the data shows a weak relationship between teacher variables and the likelihood of feeling prepared for managing aggression or utilizing evidence-based strategies. The results can be used to gain a better understanding of special education preschool teachers' training needs in regard to behavior management and managing behavior problems in the preschool classroom

Providing Multiple Means of Action and Expression in the Early Childhood Classroom Through a Universal Design for Learning Framework

In order to ensure the success of all children in an inclusive preschool classroom, teachers must utilize evidence-based practices as outlined by the National Association for the Education of Young Children’s Developmentally Appropriate Practices and the Council for Exceptional Children’sDivision of Early Childhood Recommended Practices. This can be achieved through the implementation of theUniversal Design for Learning (UDL) framework. UDL is a proactive approach to classroom instruction that provides multiple means of engagement, representation, and action and expression. This article provides a brief overview of UDL, with a specific focus on multiple means of action and expression in the early childhood classroom. It is critical for practitioners to incorporate strategies related to multiple means of action, engagement, expression, and representation because these strategies afford all learners diverse ways to navigate the learning environment, express their understanding, and demonstrate new knowledge and skills