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Universal Design for Learning Principles in a Hybrid Course

Author

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  • Rebecca Elder Hinshaw
  • Suad Sakalli Gumus

Abstract

Universal Design for Learning (UDL) is a promising approach of differentiating instruction to meet the needs of all students. While differentiation is not unique to special educators, it is an expectation of the profession that special educators know ways to differentiate instruction to meet the needs of diverse learners. Furthermore, as more practicing educators seek out online education opportunities offered by teacher education programs, it is beneficial that instructors understand how these participants interpret what they learn and translate it into practice. This article focuses on a case study of the experiences of five special educators who participated in a hybrid graduate course using UDL concepts. The case study design utilized interviews, observation, and course products. Inductive data analysis uncovered three emerging themes that corresponded to the participants’ perception and practice of UDL.

Suggested Citation

  • Rebecca Elder Hinshaw & Suad Sakalli Gumus, 2013. "Universal Design for Learning Principles in a Hybrid Course," SAGE Open, , vol. 3(1), pages 21582440134, March.
    • Handle: RePEc:sae:sagope:v:3:y:2013:i:1:p:2158244013480789
    DOI: 10.1177/2158244013480789
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    Cited by:

    1. Inge C. M. van Seggelen-Damen & A. Georges L. Romme, 2014. "Reflective Questioning in Management Education," SAGE Open, , vol. 4(2), pages 21582440145, June.

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