| Title: |
Working Smarter: Using Universal Design for Learning to Spiral Curriculum in Small Special Education Preparation Programs |
| Language: |
English |
| Authors: |
Jennifer D. Walker; Marla J. Lohmann; Kathleen A. Boothe; Ruby L. Owiny |
| Source: |
Journal of Special Education Preparation. 2022 2(2):30-41. |
| Availability: |
Ball State University Libraries. 2000 West University Avenue. Muncie, IN 47306. Tel: 765-285-8032; e-mail: odslibs@bsu.edu; Web site: bsu.edu/library |
| Peer Reviewed: |
Y |
| Page Count: |
12 |
| Publication Date: |
2022 |
| Document Type: |
Journal Articles; Reports - Descriptive; Tests/Questionnaires |
| Education Level: |
Elementary Education; Secondary Education |
| Descriptors: |
Usability; Special Education; Teacher Education; Small Classes; Learning Processes; Elementary School Teachers; Secondary School Teachers; Knowledge Level; Teacher Characteristics; Teaching Experience; Models; Role Playing; Feedback (Response); Mentors |
| ISSN: |
2768-1432 |
| Abstract: |
Although small teacher education preparation programs (STEPP) may struggle to implement robust program design frameworks compared to their larger preparation program peers, a collaborative design can help smaller programs with resource limitations. This collaboration can facilitate the design of effective and efficient teacher preparation programs (TPP) with a spiraled curriculum. Through scaffolding in TPPs, a spiral of support is defined as the process of learning continuous threads of information, gradually building to content mastery. These scaffolded components include case studies, role playing/modeling/feedback, and mentoring within the UDL framework. The use of case studies throughout a TPP provides a "continuum" of learning to prepare teachers to develop knowledge, skills, and practical experience within a diverse K-12 student population. Given a spiral of instruction to include role-play, modeling, feedback, and mentorship, preservice teachers can also engage in real world teaching and learning that go beyond the constraints of a classroom. |
| Abstractor: |
As Provided |
| Entry Date: |
2025 |
| Accession Number: |
EJ1458839 |
| Database: |
ERIC |