Landscapes in the Professional Identity of Special Education Teachers: Perceptions and Practices Related to Universal Design for Learning (UDL)
<p id="p1">One of the contemporary focal points in the discourse surrounding inclusion and accessibility is Universal Design for Learning (UDL). UDL is an educational framework designed to provide equitable and just solutions for diverse learner populations within mainstream education. In line with...
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| Autores principales: | , |
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| Formato: | Capítulo de libro |
| Lenguaje: | inglés |
| Publicado: |
IntechOpen
2025
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| Materias: | |
| Acceso en línea: | https://www.intechopen.com/chapters/1210813 |
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| Sumario: | <p id="p1">One of the contemporary focal points in the discourse surrounding inclusion and accessibility is Universal Design for Learning (UDL). UDL is an educational framework designed to provide equitable and just solutions for diverse learner populations within mainstream education. In line with this approach, special education has become integral to the professional development of both pre-service and in-service teachers. However, this shift has raised concerns about teachers’ self-efficacy in implementing UDL and has brought into question the construction of inclusive education within their broader professional identities. This study aims to explore the needs of a group of teachers (N = 31) working in elementary and secondary education, who are engaged in learning and deepening their expertise in designing universal learning environments. Utilizing a qualitative interpretative methodology, the study reveals both humanistic and instrumental perceptions among teachers, highlighting needs in pedagogical practices, and a demand for sustained and targeted professional and emotional support to enhance their sense of efficacy in fostering inclusion and accessibility.</p> |
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| ISBN: | 978-1-83634-518-3 |
| DOI: | 10.5772/intechopen.1010446 |