The Effects of Training in Universal Design for Learning

Abstract

Adaptation is a vital component to effective inclusion across students with mild to severe disabilities. The purpose of this study was to examine the effects of a one-hour Universal Design for Learning (UDL) intervention in preparing preservice general educators to make adaptations to lesson plans when including students with mild academic disabilities in the classrooms. An experimental group design was used to investigate the effects of the UDL training on both quantity and quality of adaptations made by participants. Participants were 41 preservice general educators and randomly assigned to the experimental condition (UDL training) or the control condition. Data was analyzed using a Mann-Whitney U test and a Wilcoxon Matched-Pairs Signed-Rank T Test. Results from the posttest indicated the experiment group made statistically fewer number of adaptations (p =.018) with better quality (p =.009) than the control group after the intervention. Moreover, there was no statistically significant difference (quantity: p =.341; quality: p =.397) between the posttest and the follow-up test scores for the treatment group, meaning the treatment effects were able to last overtime.