Universal design for learning in inclusive classroom

The authors of this paper describe how teams of preservice and inservice special and general education teachers implemented universal design for learning (UDL) in inclusive classrooms. An examination of the teachers’ perceptions concerning UDL contributed to understanding how the general education curriculum can be adapted for successful learning for all students. The study was guided by the following two research questions: (1) how do preservice and inservice teachers understand the concept of universal design for learning and (2) how do preservice and inservice teachers perceive the use of an educational software program in implementing instructional accommodations for students with mild/moderate educational disabilities? Themes emerging from the study included participants’ perceptions of universal design for learning and the use of educational software as (1) an effective instructional approach addressing needs of all students, (2) creating high levels of success in learning for students, (3) creating high levels of engagement for students

Successful Induction for New Teachers: A Guide for NQTs & Induction Tutors, Coordinators, and Mentors [book review]

Even on the best of days, teaching is a demanding profession that requires countless hours in and outside of the classroom to meet the educational needs of increasingly diverse student populations. Most teachers arrive to work at least an hour early, work an exhaustive schedule filled with endless instructional challenges of the classroom and the systemic environment of school, and remain long after the doors have been locked to prepare for the next day in which they will do this routine all over again. Into this difficult yet immensely rewarding work the teaching profession across the globe sends our beginning teachers into the fray

Response to Intervention: Right on Track

The purpose of response to intervention, or RTI, is founded on the premise that, with data-based decision making and evidence- based practices, children who otherwise may have been identi?ed with a mild educational disability will receive early instructional intervention and thus have the opportunity to remain with their peers in general education settings. For RTI to be successful, educational professionals need to have the core building blocks for implementation. A comprehensive RTI plan integrates academic interventions with behavioral supports to catch struggling learners early. Identi?cation models that include RTI may lead to better achievement and behavior outcomes for all students. Presented here are ideas and resources that teachers can use as interventions for planning for RTI at all levels. The intent is that that these practices will assist in providing informed decisions to address the needs of all student learners

Understanding (dis)abilities through children’s literature

The authors of this article examined how pre-service teachers can use children’s and young adult literature about disabilities to enhance understanding of individual differences through a bibliotherapeutic approach. An introduction to bibliotherapy is provided along with related literature from the field. Strategies for using children’s and young adult literature to enhance the understanding of issues associated with disabilities are presented along with one teacher candidate’s application of the literature in her classroom. The authors have also included a selected bibliography of children’s literature on disabilities as well as relevant websites

(Dis)Solving the Differences: A Physical Science Lesson Using Universal Design

Universal design for learning (UDL) holds promise for teachers who are struggling with creating lessons that allow all students access to and engagement with the general science curriculum. In this article, the authors demonstrate how a secondary physical science lesson about solubility and concentration can be designed for diverse learners’ needs by implementing UDL concepts. The lesson plan serves as an example of UDL in providing appropriate instruction that supports access to the general physical science curriculum for all learners

Imagery and Utilization of an Area Model as a Way of Teaching Long Division: Meeting Diverse Student Needs

The teaching and learning of long division at the elementary level and beyond has presented a longstanding challenge for teachers and students alike. As mathematics teacher educators and as a specialized educator, we address the issue by analyzing some of the challenges involved in the teaching and learning of long division – particularly focusing on students who struggle in mathematics. Our inspiration comes from two shared experiences. First, a lesson taught by one of our graduate level, in-service special education teachers inspired us to consider how other teachers could consider teaching division by using an area model. The lesson that began our initial conversations will be shared later in this article to exhibit one teacher’s use of area in teaching division in an interactive manner. Second, these conversations led to our collaborative work on a book chapter that centered on specialized mathematics education (Pratt, Richardson, & Kurtts, in press) In our chapter we focused on the significance of epistemological perspectives and how imagery relates to effective mathematics teaching and learning

The Trouble with Textbooks

Some of these dilemmas are under close scrutiny. According to the American Association for the Advancement of Science (AAAS), 12 of the most popular middle school science textbooks used across the nation are riddled with errors and do not have an acceptable level of accuracy (AAAS, 2000a). In addition to this alarming information, the AAAS review of the 10 most popular high school biology text-books found numerous facts, but little to explain the underlying scientific importance of the facts. The evaluators rated all 10 textbooks poor in "demonstrating use of knowledge" and "encouraging students to reflect on their own learning" (Hoff, 2000).These reports about textbooks present serious dilemmas for most science teachers who believe that textbooks play a major role in middle level and secondary science instruction. Previous studies report that most science teachers use science textbooks for most of their instructional time (Lumpe and Beck, 1996). Using a single comprehensive science textbook has been the norm for many years, and this is unhkely to change given the current state and structure of education systems and textbook publishing. So what can effective science teachers do to overcome the obstacles of inadequate textbooks? They can first fa-miliarize themselves with the problem and with the circumstances that have led us to this point, and second, take steps to correct textbook inadequacies in the classroom

Using Peer Coaching with Preservice Teachers to Develop Reflective Practice and Collegial Support

This research describes the impact of learning and practicing peer coaching techniques based on McAllister and Neubert’s (1995) model. The 27 undergraduate elementary education majors who participated in this study were found to have an increased understanding of (a) the importance of developing a reflective stance and (b) the benefits of developing collegial support. It is hoped that beginning teachers who are equipped with these skills will continue to think about their teaching and understand the value of seeking the support of their peers