Applying Principles of Universal Design for Learning to Early Elementary Math Classes in Japan: A Case Study

Autor/in	Saito-Kitanosako, Yumiko
Titel	Applying Principles of Universal Design for Learning to Early Elementary Math Classes in Japan: A Case Study
Quelle	(2012), (149 Seiten) PDF als Volltext Verfügbarkeit Ph.D. Dissertation, University of Kansas
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-2673-1128-3
Schlagwörter	Hochschulschrift; Dissertation; Foreign Countries; Access to Education; Inclusion; Learning Disabilities; Special Needs Students; Special Education; Mild Disabilities; Developmental Disabilities; Consultation Programs; Mathematics Instruction; Mathematics Curriculum; Early Childhood Education; Qualitative Research; Case Studies; Teaching Methods; Barriers; Academic Achievement; Outcomes of Education; Values; Group Dynamics; Elementary School Mathematics; Elementary School Teachers; Japan + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Ausland; Education; Access; Bildung; Zugang; Bildungszugang; Inklusion; Learning handicap; Lernbehinderung; Sonderpädagogischer Förderbedarf; Special needs education; Sonderpädagogik; Sonderschulwesen; Entwicklungsstörung; Fachberatung; Mathematics lessons; Mathematikunterricht; Early childhood; Frühkindliche Bildung; Frühpädagogik; Qualitative Forschung; Case study; Fallstudie; Case Study; Teaching method; Lehrmethode; Unterrichtsmethode; Schulleistung; Lernleistung; Schulerfolg; Wertbegriff; Gruppendynamik; Elementare Mathematik; Schulmathematik; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende
Abstract	Beginning in April 2007, the Japanese government implemented efforts to shift the focus of educational policy away from the notion of "Special Education" towards "Special Needs Education". The primary objective of this change in focus is to move towards a policy of ensuring that the educational needs of students with learning disabilities and other mild developmental disabilities are met in the general education system. However, no model is shown that addresses how these students are taught with typically developing students in general classrooms. There is urgent need to investigate how principles of universal design for learning (UDL) can be applied to classrooms that have traditional Japanese educational culture. The study was conducted using a consultation approach designed to support the early elementary general education teachers in adopting and implementing a UDL approach to their math curriculum and instructional methods. A qualitative case study approach was employed to investigate the following elements: (a) the impact of the consultation on teachers in terms of changes in teaching practice regarding UDL, (b) barriers and facilitators to adopting and implementing the innovation of UDL, and (c) the impact of implementing UDL principles on student outcomes. The study verified that it is possible to implement teaching practices with values of UDL principles in conjunction with positive aspect of Japanese collectivism values. It was found that in the successful cases, teachers' practices demonstrated well-balanced focuses on both facilitating whole group dynamism and meeting variety of individual needs, which had positive impact on students' outcomes. Implications for practice, implications for future research, and limitations of the research are discussed. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10