Using the ADAPT Strategy to Facilitate the Thinking Process of Creating Universal Design Based Instructional Adaptions and Differentiation in Lesson Plans for Diverse LearnersReport as inadecuate




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The effects of a learningstrategy to prompt deeper thinking and the incorporation of more UDLinstructional differentiations and adaptions in the lesson plans by pre serviceand early career teachers were examined. Class 1 control received a 2.5 hour lecture with guided practice about UniversalDesign for Learning. Class 2 experimental received a 2.5 lecture with guidedpractice about Universal Design for Learning with the ADAPT Strategyincorporated. Amodeled thinking process of the ADAPT strategy was provided. The participants’n = 43 application of Universal Designstrategies to adapt lessonplans fordiverse learners was compared using a rubric. Three lesson plans for each participant was collected for both Class 1and Class 2. The first lesson plan was collected in the beginning of the courseprior to instruction; the second, after the 2.5 lecture with guided practicefor Class 1 control and the UDL training with the ADAPT strategy for Class 2 experimental. The thirdlesson plan was collected four weeks after for both Class 1 and 2 as a secondposttest. Class 2experimental employed more UDL strategies and scored significantly higherthan Class 1 controlon the second and final lesson plan. Moreover, Class 2 participants hadadaptions which were well connected to the lesson, evidenced by explicit explanations ofwhere, when and why the adaption would be used. Additionally, more evidences of tying the lesson to thelearners in the case study werenoted. The results suggest that experience in thinking about -how- to create adaptions may be anecessary opportunity required by pre-service and early career teachers topractice differentiating instruction and making adaptation.

KEYWORDS

Special Education, Students with Disabilities, Adaptions, Modifications, Instructional Strategies, Inclusion, Learning Strategies, General Education, Teacher Learning, Universal Design for Learning, Lesson Plans

Cite this paper

Chamblin, M. 2017 Using the ADAPT Strategy to Facilitate the Thinking Process of Creating Universal Design Based Instructional Adaptions and Differentiation in Lesson Plans for Diverse Learners. Open Access Library Journal, 4, 1-17. doi: 10.4236-oalib.1103585.





Author: Michelle Chamblin

Source: http://www.scirp.org/



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