Incorporating Universal Design for Learning and Evidence-Based Practice to Enhance Inclusive Teacher Education Programs
This is an advance summary of a forthcoming article in the Oxford Research Encyclopedia of Education. Please check back later for the full article.
In light of the need to prepare reflective and effective teachers who can differentiate their instruction to support the learning of all students in inclusive classrooms, this article describes the process faculty have used to incorporate universal design for learning (UDL) and evidence-based practice (EBP) into an inclusive teacher education program’s curriculum and practicum experiences. This process, which was implemented via a five-year federal grant, includes: (a) engaging in curriculum mapping to integrate UDL and EBP into program syllabi, learning activities, and assignments; (b) developing a practice-based evidence model (PBE) to guide teachers in collecting and reflecting on classroom-based data to make evidence-based decisions about their practices; (c) designing a lesson plan template to guide educators in using UDL and EBP to differentiate their instruction; and (d) redesigning a teacher observation form to align it with current teacher evaluation models and to assess teaching effectiveness related to planning for, implementing, and reflecting upon the use of UDL and EBP.