Online ISSN: 2325-7466
2006
Triannual
National Association of Special Education Teachers (NASET)
United States

Articles

Meeting the Needs of Students with Disabilities: Characteristics of Universal Design of Instruction in Odds-Beating Middle Schools

  • Heather Kurto, M.S. Ed. (Author) University at Albany image/svg+xml
    Heather Kurto is a doctoral student in the Educational Theory and Practice department at the University at Albany and works full time as a special education teacher in the South Colonie School District in upstate New York. Ms. Kurto’s research interests focus on autism, instructional technology, and professional development around Universal Design of Instruction. Ms. Kurto earned her Certificate of Advanced Study in Curriculum Development in addition to her Master of Arts from the University at Albany, State University of New York in Special Education, Reading and Curriculum Development and Instructional Technology.
  • Kristen C. Wilcox, Ph.D. (Author) University at Albany
    Kristen Campbell Wilcox is an Associate Professor in the Department of Educational Theory and Practice where she teaches research and teaching methods courses. Her research interests focus on the influence of national and state policy on educational outcomes, especially in linguistically and culturally diverse contexts. She has published her research findings in such journals as Education and Urban Society, Journal of Students Placed at Risk, Journal of Educational Change, Teachers College Record, and Peabody Journal of Education.
  • Kristie Asaro-Saddler, Ph.D. (Author) University at Albany
    Kristie Asaro-Saddler, Ph.D., is an Associate Professor in the Department of Educational and Counseling Psychology and the Director of the Division of Special Education at the University at Albany. Her research interests focus on instructional practices for students with autism spectrum disorders (ASD), specifically in the areas of writing and self-regulation. She has published her research in journals including Exceptional Children, Journal of Special Education, Remedial and Special Education, and Exceptionality and has presented at national and international conferences in the area of writing.
DOI
https://doi.org/10.64546/jaasep.387
Abstract
In this multiple case study we examined six middle schools with above predicted student achievement outcomes on Common Core State Standards (CCSS) assessments in mathematics and English language arts. We drew upon the Universal Design for Instruction (UDI) framework to characterize the nature of teachers’ practices with particular attention to how they approach instruction for students with disabilities (SWD). Through analysis of focus group interviews and observational field notes we 1) identified shared characteristics of UDI practices across all schools and 2) noted two schools with exemplary attention to three UDI principles: community of learners; flexibility in use; and tolerance for error. The exemplars provide evidence of how educators have shifted from a dichotomous understanding of abled/disabled to all-enabled through the use of UDI practices. This research offers implications for policy and practice by providing empirically-grounded findings regarding the nature of teachers’ instruction for SWD in odds-beating schools.
Keywords
Academic Achievement, Access to Education, Common Core State Standards, Curriculum Design, Educational Environment, Educational Practices
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How to Cite
Kurto, H., Wilcox, K. C., & Asaro-Saddler, K. (2019). Meeting the Needs of Students with Disabilities: Characteristics of Universal Design of Instruction in Odds-Beating Middle Schools. Journal of the American Academy of Special Education Professionals, 14(1), 90-114. https://doi.org/10.64546/jaasep.387

Winter 2019

Article Information

  • Article Type Articles
  • Submitted January 11, 2019
  • Published February 15, 2019
  • Issue Winter 2019
  • Section Articles
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