Implementation of Universal Design for Learning
Abstract
This study involves one school in an urban context that implemented the Universal Design for Learning (UDL) framework in order to help educators in providing successful learning experiences for all students. Using Rogers’ (2003) theory of Diffusion of Innovations as the theoretical framework and Fullan’s (2007) change process as the conceptual framework, this study examines the factors that influence the change process when the UDL framework is implemented. This study is a descriptive case study that employed different types of data collection: documentation, interviews, and observations. The data analysis used Saldana’s (2013) two-cycled approach.
Factors that challenged the implementation of UDL and affected the current and sustained implementation of UDL aligned with Fullan’s (2007) local factors, external factors, and characteristics of change. Local factors included leadership, time, teacher beliefs, professional development, resources, and students. External factors were the success for all students in one education system, professional development/training/coaching, time, the amount of curriculum to teach, funding, and resources. Characteristics of change included the practicality of UDL and how difficult it is to implement.
The implications of these findings are important for various educational stakeholders, as they provide insight into the implementation of a novel framework in an urban learning context, which may be extended to other learning contexts. Future research directions are discussed.
Description
Keywords
Education--Administration, Education--Curriculum and Instruction, Education--Special
Citation
Senechal, M. A. (2016). Implementation of Universal Design for Learning (Doctoral thesis, University of Calgary, Calgary, Canada). Retrieved from https://prism.ucalgary.ca. doi:10.11575/PRISM/26469