The Administrator's Role in Universal Design for Learning's Successful Implementation

Autor/in	Grillo, Monica
Titel	The Administrator's Role in Universal Design for Learning's Successful Implementation
Quelle	In: TEACHING Exceptional Children, 54 (2022) 5, S.372-379 (8 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Grillo, Monica)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0040-0599
DOI	10.1177/00400599211022030
Schlagwörter	Administrator Role; Access to Education; Inclusion; Teacher Attitudes; Educational Policy; Public Schools; Teaching Methods; School Culture; Instructional Leadership; Barriers; Learner Engagement; Special Needs Students; Coaching (Performance); Teacher Administrator Relationship; Elementary Secondary Education + Suchen Sie Ihr Suchwort? Education; Access; Bildung; Zugang; Bildungszugang; Inklusion; Lehrerverhalten; Politics of education; Bildungspolitik; Public school; Öffentliche Schule; Teaching method; Lehrmethode; Unterrichtsmethode; Schulkultur; Schulleben; Instruction; Leadership; Erziehung; Führung; Sonderpädagogischer Förderbedarf
Abstract	Implementing Universal Design for Learning (UDL) is a critical issue for public schools in our country. UDL is an inclusive framework based on the science of learning. It supports and removes barriers to learning for all students while maintaining high expectations. Federal education policies have called for inclusive instruction based on UDL principles. Nevertheless, our educators and administrators are not sure they believe in it and do not know what exactly it is or how to implement it with fidelity (Jordan, 2018; Monsen et al., 2014; Russel & Bray, 2013). Previous researchers have found that teachers are more likely to implement inclusive teaching practices such as UDL when they have positive attitudes toward them shaped by their culture, experiences, and training. Administrators have a unique position to influence teacher attitudes by creating an inclusive school culture and providing instructional leadership. UDL benefits all students-not just those with unique needs-by increasing student engagement and removing learning barriers. (As Provided).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01