Using the Universal Design for Learning Approach to Enhance Inclusion in a 5th Grade English Class.
ABSTRACT: In this action research project I sought to understand how to enhance inclusion through the principles of the Universal Design for Learning (UDL) approach in an English class of a fifth grade group. This group consisted of 42 students, of whom 10 students had a medical diagnosis and specia...
- Autores:
-
Bedoya Echavarría, Alan Daniel
- Tipo de recurso:
- Trabajo de grado de pregrado
- Fecha de publicación:
- 2018
- Institución:
- Universidad de Antioquia
- Repositorio:
- Repositorio UdeA
- Idioma:
- eng
- OAI Identifier:
- oai:bibliotecadigital.udea.edu.co:10495/10728
- Acceso en línea:
- http://hdl.handle.net/10495/10728
- Palabra clave:
- Educación especial
Special needs education
Enseñanza de idiomas
Language instruction
Inglés - enseñanza
English language - study and teaching
Inclusión
http://vocabularies.unesco.org/thesaurus/concept17020
http://vocabularies.unesco.org/thesaurus/concept59
- Rights
- openAccess
- License
- http://creativecommons.org/licenses/by-nc-nd/2.5/co/
| Summary: | ABSTRACT: In this action research project I sought to understand how to enhance inclusion through the principles of the Universal Design for Learning (UDL) approach in an English class of a fifth grade group. This group consisted of 42 students, of whom 10 students had a medical diagnosis and special educational needs. Data collection methods used for this project were journal entries, interviews, a checklist and a survey. In general, data suggest that group work enhanced the participation of all students, and that UDL principles encouraged students’ motivation and participation arousing interest in students. Additionally, data indicate that despite the inclusive practices students with special educational needs have a high probability of being rejected by their peers. |
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