Application of Universal Design for Learning in co-taught classrooms at a rural high school : fostering positive perceptions around instructional delivery for students with disabilities

Abstract

The primary purpose of this study was to determine the impact of the application of the Universal Design of Learning framework in co-taught math classes at the high school level. The study was initiated due to the historically low academic performance of students with disabilities on end-of-course math assessments. A mixed methods approach was used to gather data to generate findings and conclusions. This study sought to improve student learning in mathematics by applying Universal Design for Learning professional development and studying the impact on teacher and co-teacher attitudes. In addition, this Dissertation in Practice implemented UDL multiple means representation, action, expression, and engagement and studied changes in teacher pedagogies and student learning. The study findings indicated that teachers perceived the positive possibilities for higher job satisfaction, retention, and the likelihood of increased improvements in the effectiveness of instruction. Findings and conclusions connected to student impact were the potential to foster an increased understanding of instructional material and concepts presented, a rise in academic success, and a higher level of self-esteem. Due to the short period of this study and the limited number of participants, further study is recommended over a longer duration of time and with an expanded pool of participants.