Syfte med studien är att få kunskap om vad estetiska lärprocesser bidrar till i förskolan. Metoden i studien antar en kvalitativ ansats i vilken förskollärare från fyra olika förskolor bidrar med sina uppfattningar i digitalt genomförda personliga intervjuer. Resultatet har analyserats utifrån teorin Design för lärande. De estetiska lärprocesserna beskrivs i studiens resultat som kommunikativa verktyg som inkluderar både verbalt språk och multimodala uttryckssätt. All verksamhet i förskolan, även en estetisk lärprocess, gynnas enligt förskollärarna av att sättas i sitt sammanhang samt att kopplas till en social kontext. Lärande inom en trygg och lustfylld miljö kan få barnen att känna sig bekräftade, få självförtroende och skapa sin egen identitet. Resultatet indikerar att estetiska inslag i förskolans verksamhet kan ge barn möjlighet att få vara den de är och uttrycka sig på sitt eget individuella sätt utifrån likvärdiga förutsättningar. Ett inkluderande synsätt i undervisningen möjliggörs genom möten och kommunikation med olika människor vilket estetiska lärprocesser främjar. Estetiska lärprocesser kan på sikt skapa trygga ramar och en röd tråd för barnen. Det är ingen färdig metod men de estetiska lärprocsserna kan förmodas fungera som en källa till inspiration inom förebyggande interkulturellt arbete i förskolans verksamhet. Undervisning inom estetiska lärprocesser förutsätter nämligen engagerade förskollärare som i samspel med barnen gör dem delaktiga både i styrda och spontana sammanhang under hela dagen då lustfylld, inkluderande och pedagogisk verksamhet pågår. Didaktiska implikationer visar att barn i förskolan behöver genuint engagerade och närvarande förskollärare som aktivt interagerar med barnen. / The purpose of the study is to get knowledge of what aesthetical processes in learning can contribute to within pre-school platform. The method in the study has a quality approach in which pre-school teachers from four different pre-schools contribute with their opinions in digitally implemented personal interviews. The result has been analyzed by the theory of Design for learning. The aesthetical processes in learning are in the result of the study described as communicative tools including both verbal as well as  multimodal expressions. All activities in pre-school, also an aesthetical process in learning, benefits according to the pre-school teachers by being put in a context as well as in social connections. Learning within a secure and pleasurable environment can enable the children being seen, to give them confidence and allow them to find their own identity. The result indicates that aesthetical elements in pre-school surroundings can give children a chance to be who they are as well as express themselves in their own individual way fromout equal conditions. An including approach in the way of teaching is being enabled through meetings and communication beetween different people, and by using aesthetical processes those meetings come naturally. Lomgterm, aesthetical processes in learning, can create secure frameworks and a red thread for the children. It is not a complete method but the aesthetical processes in learning supposedly can function as a source of inspiration when it comes to a preventive intercultural work in pre-schools. Teaching, using aesthetical processes in learning, actually requires dedicated pre-school teachers who are interacting with the children, making them involved in controlled as well as in more spontanous situations throughout the whole day while joyful. including and pedagogical activities take place. Didactical implications show that children in pre-school need genuinelly dedicated and attendant pre-school teachers who actively interact with the children.

Across the nation, many school districts are challenged to improve the academic achievement of English language learners (ELLs). In a small district in Ohio approximately 86% of the ELLs passed the state Annual Measurable Objectives in reading and mathematics, however, 14% of ELL students are not meeting targeted objectives. The purpose of this study was to examine the pedagogical success of an ELL instructional program through the perspectives of the teachers, principals, and administrators in the local district. Using Rose's and Meyer's theory of the universal design for learning and the state's scaffolding framework of assessment, placement and intervention, this case study investigated the factors of effectiveness that participants felt best explained the success of the ELL program. The purposeful sample comprised 4 teachers, 2 principals, and 2 central office administrators. The research included data collected using 8 individual interviews, 1 group interview, 3 classroom observations, and document reviews. Data were coded and analyzed to reveal common themes and perceptions. Findings revealed that participants believed their efforts to develop relevant course content motivated the students to learn a new language, the application of the principles of the universal design for learning improved teachers' pedagogical practices, and the participants placed a priority on creating positive student and family relationships to encourage language learning. The findings can promote positive social change by advancing teachers' capacity to apply supportive practices and educators' efforts to improve the academic achievement of ELLs by implementing effective programs that motivate students to acquire adequate language skills.

Given current legislation to ensure education for students with disabilities and that institutions of higher education are required to use universal design for learning (UDL) principles, the purpose of this study was to explore the impact of video modeling on preservice teachers' knowledge, understanding and application of the three principles of UDL. Preservice teachers were randomly assigned to control or experimental groups to determine if video embedded with UDL principles impacted their thinking. Specifically, pre and posttest information of knowledge and understanding as well as self-perceived ability to teach students with disabilities using UDL was analyzed. In addition preservice teacher created lesson plans were analyzed for application of UDL principles after viewing the video intervention. Quantitative analyses were conducted to compare pre and posttest scores of the control group (n = 41) and experimental group (n =45). The quantitative analyses of knowledge, understanding

Because many general education teachers feel unprepared to provide students with disabilities with appropriate instruction, changes to teacher education programs are needed (Burdette, 2007; Smith et al., 2010). Teacher education programs need to integrate content regarding instructional methods for teaching and accommodating students with disabilities in secondary, general education classrooms (Burdette, 2007; Smith et al., 2010). The results of the research should provide insight (1) to determine if integrating instruction on UDL into preservice SGE students' instructional methods courses will increase students' knowledge of UDL and (2) to determine if integrating instruction on Universal Design for Learning (UDL) will affect how secondary social studies (SS) students design lesson plans, particularly, content delivery and student assessment, in regards to the three principles of UDL. The research design was a quantitative, quasi-experimental design. The participants in the research study were students enrolled in four content specific SGE instructional methods courses: Social Studies (SS), Language Arts (LA), Mathematics (M) and Science (S). Research question one's data were analyzed both within content area, Wilcxon test for matched pairs, and between content areas, Mann-Whitney U test for independent samples. The results from research question one indicated a significant difference (p < .05). between pre and post UDL Knowledge test scores within the SGE SS participants. Within the other three SGE content areas, M, LA, and S, subjects' UDL Knowledge pre to posttest scores did not significantly change. When each content area's difference score for the UDL knowledge pre and posttest were calculated and compared between content areas, only the SS and S pairing demonstrated a statistically significant difference score (p < .05). Data from research question two indicated no statistically significant difference (p > .05) between pre and post intervention UDL lesson plan rubric scores. The study provides impetus for future research regarding effective delivery of UDL content in teacher preparation programs. The study also provides suggestions for future researchers who may be interested in designing a similar research study. Finally, the study provides teacher education leadership with questions regarding how the three principles of UDL planning, instruction, and assessment align with the current teacher and student educational evaluation practice of standardized assessments.

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BACKGROUND: The mandate to provide inclusive education in Canadian schools means that Speech-Language Pathologists (SLPs) need to be well-versed in frameworks such as Universal Design for Learning (UDL) that support learning among students with diverse backgrounds and abilities. To be responsive, professional graduate programs need resources that support teaching SLP students about UDL. PURPOSE: 1) To use an instructional design model and Knowledge Translation (KT) theory to develop educational resources about UDL for SLP graduate students; and 2) to assess feasibility of the resources and SLP students’ perceived and actual UDL knowledge change after resource implementation. METHODS: First, educational resources about UDL were created for SLP students using a process in which the first three phases of the Analysis, Design, Development, Implementation, Evaluation (ADDIE) instructional design model were combined with the Diffusion of Innovations (DOI) KT theory and supported by engagement of key SLP stakeholders. Stakeholder feedback about their involvement in the resource development process was assessed through a focus group and analyzed using conventional content analysis. Next, the last two phases of the ADDIE model were conducted in which the developed resources were implemented and evaluated with 19 SLP students over a three-hour session; resource feasibility and UDL knowledge were measured before and after the session using anonymous, web-based questionnaires. RESULTS: The novel process for developing resources was deemed suitable for creating high-quality theory-informed resources tailored to SLP students. SLP students perceived the resources to be practical and acceptable. There was a statistically significant improvement in students’ perceived UDL knowledge as well as improvements in actual UDL knowledge. CONCLUSION: Health educators could consider the described methodology when developing content-specific resources for health professional students. This thesis introduces a new set of resources that could be used to address an important gap in SLP training. / Thesis / Master of Science Rehabilitation Science (MSc) / Inclusive education in which students with diverse abilities learn together is an expectation within Canadian schools. People who work in schools, like Speech-Language Pathologists (SLPs), need to know about frameworks such as Universal Design for Learning (UDL) that identify specific strategies for supporting inclusive education. However, many SLPs do not know about UDL or how to apply this framework when they work with teachers. In this thesis, I used a new resource development process involving a rigorous resource design method with a theory that helps people use new ideas, to make educational resources about UDL for SLP graduate students. Next, I implemented and evaluated the resources with 19 SLP students at McMaster University. Students felt the resources were suitable and taught them new information about UDL. This thesis provides new teaching resources for SLP students to increase their knowledge about UDL and better prepare them for working in schools.

Students with special needs are often placed in agriculture and other CTE classes. Literature has shown that teachers often feel unprepared to deal with this population of students. The Theory of Planned Behavior framed this case study of an exemplar agriculture teacher. Evidence of the teacher's planned behavior was supported by triangulation of interviews with the teacher, special education coordinator, special education aide, and lesson plans. This triangulation also showed that the teacher is an exemplar agriculture teacher in his work with students with special needs. Multiple themes emerged from the analysis of the interviews. An important theme was the need for agriculture teachers to participate in IEP meeting either by attending in person or by providing feedback prior to the meeting. Another important theme was the need for materials to be adapted for students with special needs both within lesson plans and as needed while the teacher is teaching the lesson. Recommendations for practice include providing information about special education laws, disabling conditions, and information on utilizing Universal Design for Learning (UDL) to pre-service and in-service teachers. It is also recommended that teacher preparation programs include having pre-service teachers work with students with special needs. Professional development workshops that discuss best practices for teachers when working with students with special needs can be beneficial. It is important for teachers to realize that not all students are the same but that everyone is better served if all teachers do their best at helping students achieve their highest potential. Because in the end, we all just want to be accepted for who we are. / Doctor of Philosophy / Students with special needs are often placed in agriculture and other CTE classes. This dissertation was a case study of a model agriculture teacher. It looked at the teacher's behavior to determine if his work with students with special needs was planned. The importance of a teacher planning their behavior towards students with special needs is important from both a lesson planning viewpoint and also while the teacher is teaching. Multiple recommendations came out of the study. One recommendation included the need for programs that prepare agriculture teachers to have these individuals work with students with special needs while they are still in their teacher preparation program. Professional development workshops for current agriculture teachers should include information on best practices for working with students with special needs. It is important for teachers to realize that not all students are the same but that everyone is better served if all teachers do their best at helping students achieve their highest potential. Because in the end, we all just want to be accepted for who we are.

Integrated STEM education and Universal Design for Learning (UDL) have been often theorized as compatible. However, there has been little research done to understand how UDL is used in real-world integrated STEM classrooms. Our study aimed to understand how current practicing educators in integrated STEM classrooms combine these teaching methodologies. This was done through a combination of interviews and document analysis of lesson plans, and supplementary information. To evaluate what elements of UDL were used in the documents, researchers developed a UDL codebook based off of the 31 checkpoints in the Center for Applied Special Technology (CAST) UDL guidelines. The goal of the study was to understand how the adoption of UDL could spread across all integrated STEM educators. Therefore, our study viewed the use of UDL in an integrated STEM classroom as an 'innovation' and analyzed our results through Diffusion of Innovation theory. Specifically looking to providing understanding to the 'innovation' through Rogers 5 Attributes of innovations. The study found that all except two UDL checkpoints were proved to be compatible within integrated STEM classrooms, and were categories developed to explain how the participant achieved these checkpoints. The findings also show that not all UDL checkpoints occur at the same frequency. Through Diffusion of Innovation theory, our study showed that Integrated STEM educators believe that UDL is automatically adopted by educators using Integrated STEM teaching methodologies. They expressed problems associated with implementing some UDL checkpoints, and providing overall themes of complexity when implement UDL in an Integrated STEM classroom. / Master of Science in Life Sciences / Integrated STEM education and Universal Design for Learning (UDL) are two teaching methodologies that have been often theorized to be compatible. However, there has been little research done to understand how UDL is used in real-world integrated STEM classrooms. The study aimed to understand how current practicing educators in integrated STEM classrooms combine these teaching methodologies. This was done through a combination of interviews and document analysis of lesson plans, and supplementary information. To evaluate what elements of UDL were used in the documents, researchers developed a UDL codebook based off of the 31 checkpoints in the Center for Applied Special Technology (CAST) UDL guidelines. The goal of the study was to understand how the adoption of UDL could spread across all integrated STEM educators. Therefore, our study viewed the use of UDL in an integrated STEM classroom as an ‘innovation' and analyzed our results through Diffusion of Innovation theory, which conceptualizes an innovation spread through a population. The study found that all except two UDL checkpoints were proved to be compatible within integrated STEM classrooms, and were categories developed to explain how the participant achieved these checkpoints. The findings also show that not all UDL checkpoints occur at the same frequency. Through Diffusion of Innovation theory, our study showed that Integrated STEM educators believe that UDL is automatically adopted by educators using Integrated STEM teaching methodologies, but when discussing the implementation of specific UDL checkpoints themes about the complexity of the innovation emerged.

Yes / This research investigates the perceived clarity and usefulness of infographic versus traditional text-based assessment guidelines among undergraduate nursing students with and without specific learning difficulties (SpLDs). Through quantitative analysis, the study reveals that undergraduate nursing students with SpLDs significantly prefer infographics over text-based guidelines, both in terms of clarity and usefulness (p < .001). Interestingly, there were no statistically significant differences in the perceptions of students without SpLDs. These findings suggest that the use of infographics as a tool for presenting assessment guidelines could contribute to more inclusive educational practices. The research further highlights the potential of infographics to not only make complex information more accessible but also to cater to diverse learning needs. As higher education institutions strive to be more inclusive, adapting assessment guidelines to suit the varied learning styles and cognitive needs of all students, particularly those with SpLDs, becomes increasingly important. This paper provides initial evidence to support the adoption of infographic-based assessment guidelines as a step towards achieving this goal.

Denna masteruppsats syftar till att bidra med kunskap om lärares lärande och undersöka deras användning av kulturella redskap i en aktionsstudie. I studien undersöks processen i ett arbetslag där universell design för lärande (UDL) presenteras och diskuteras som en möjlig stödstruktur för undervisningen i form av en aktionsstudie. Målet med den är att bidra med kunskapsbildning om hur undervisning kan planeras och utformas med hjälp av den systematik UDL bidrar till.  För att kunna besvara studiens frågeställningar genomfördes en aktionsstudie med tre lärare på en F–6 skola. Studien är genomförd med en kvalitativ metod där loggboksanteckningar från aktionsstudiens sessioner utgör en del av empirin, åtföljd av enskilda, reflekterande intervjuer. Deltagarna undervisade två klasser i ett tre–lärarskap på ett mellanstadium och diskuterade och reflekterade över texter och filmer om universell design för lärande (UDL) under sex sessioner.   Resultaten från aktionsstudien visar hur språket och kommunikationen förändrades under sessionerna, vilka möjligheter och hinder för implementeringen av UDL som identifierades och inställningen till forskningsbaserade arbetssätt utkristalliserades. Hur deltagarna använde sig av kulturella redskap i sitt eget lärande likväl som i sin undervisning framkommer också som ett resultat av denna studie. / This master thesis aims to contribute with knowledge about teachers´ learning and investigate their use of linguistic tools in an action research study. In this, where UDL is presented and discussed as a possible scaffolding structure, the process in a team of teachers at a middle school is investigated. The aim of the action research study is to create knowledge about how the systematic work with UDL can contribute to the planning and forming process of teaching.   In order to answer the research questions in the study, an action research study was conducted with three teachers at a middle school. The study is conducted with a qualitative method, in which field notes from the sessions in the action research study is one part followed by separate, reflective interviews with the participating teachers. The participating teachers were teaching in two classes in a grade at a middle school and have during six sessions discussed and reflected on texts and films about Universal Design for Learning (UDL).   The results from this action research study showed how the use of language and communication changed during the sessions, which possibilities and obstacles could be identified in implementing UDL and how the attitude towards research based approaches could be seen. How the participants used sociocultural tools in their own learning as well as in their teaching can also be seen as a result of this study.