Implementation of Universal Design for Learning
| atmire.migration.oldid | 4549 | |
| dc.contributor.advisor | Lock, Jennifer | |
| dc.contributor.author | Senechal, Megan Alyce | |
| dc.contributor.committeemember | Kinash, Shelley | |
| dc.contributor.committeemember | Spencer, Brenda | |
| dc.contributor.committeemember | Friesen, Sharon | |
| dc.contributor.committeemember | Burns, Amy | |
| dc.date.accessioned | 2016-07-05T16:58:16Z | |
| dc.date.available | 2016-07-05T16:58:16Z | |
| dc.date.issued | 2016 | |
| dc.date.submitted | 2016 | en |
| dc.description.abstract | This study involves one school in an urban context that implemented the Universal Design for Learning (UDL) framework in order to help educators in providing successful learning experiences for all students. Using Rogers’ (2003) theory of Diffusion of Innovations as the theoretical framework and Fullan’s (2007) change process as the conceptual framework, this study examines the factors that influence the change process when the UDL framework is implemented. This study is a descriptive case study that employed different types of data collection: documentation, interviews, and observations. The data analysis used Saldana’s (2013) two-cycled approach. Factors that challenged the implementation of UDL and affected the current and sustained implementation of UDL aligned with Fullan’s (2007) local factors, external factors, and characteristics of change. Local factors included leadership, time, teacher beliefs, professional development, resources, and students. External factors were the success for all students in one education system, professional development/training/coaching, time, the amount of curriculum to teach, funding, and resources. Characteristics of change included the practicality of UDL and how difficult it is to implement. The implications of these findings are important for various educational stakeholders, as they provide insight into the implementation of a novel framework in an urban learning context, which may be extended to other learning contexts. Future research directions are discussed. | en_US |
| dc.identifier.citation | Senechal, M. A. (2016). Implementation of Universal Design for Learning (Doctoral thesis, University of Calgary, Calgary, Canada). Retrieved from https://prism.ucalgary.ca. doi:10.11575/PRISM/26469 | en_US |
| dc.identifier.doi | http://dx.doi.org/10.11575/PRISM/26469 | |
| dc.identifier.uri | http://hdl.handle.net/11023/3097 | |
| dc.language.iso | eng | |
| dc.publisher.faculty | Graduate Studies | |
| dc.publisher.institution | University of Calgary | en |
| dc.publisher.place | Calgary | en |
| dc.rights | University of Calgary graduate students retain copyright ownership and moral rights for their thesis. You may use this material in any way that is permitted by the Copyright Act or through licensing that has been assigned to the document. For uses that are not allowable under copyright legislation or licensing, you are required to seek permission. | |
| dc.subject | Education--Administration | |
| dc.subject | Education--Curriculum and Instruction | |
| dc.subject | Education--Special | |
| dc.subject.classification | UDL | en_US |
| dc.subject.classification | Universal design for learning | en_US |
| dc.subject.classification | Implementation | en_US |
| dc.title | Implementation of Universal Design for Learning | |
| dc.type | doctoral thesis | |
| thesis.degree.discipline | Educational Research | |
| thesis.degree.grantor | University of Calgary | |
| thesis.degree.name | Doctor of Education (EdD) | |
| ucalgary.item.requestcopy | true |