Dr. Jennifer C Stark

This paper explores a collaborative, cross-disciplinary curriculum reform effort on teacher candidate learning conducted at a regional comprehensive university in the Southeast U.S. The goal of this effort was to reform teacher preparation curriculum to prepare graduates to effectively teach students with disabilities (SWDs) in inclusive environments. Reform efforts focused on systematic integration of Universal Design for Learning (UDL) to prepare teacher candidates enrolled in a dual certification program (elementary/special education). A quasi-experimental, static-group comparison design was used to explore the impacts of the teacher education curriculum reform on candidate learning and attitudes. Surveys of student perceived knowledge and attitudes were conducted and application of the UDL framework within lesson plans was analyzed. Results indicate improvement in perceived knowledge and usefulness of the UDL framework and a broader application of UDL strategies in lesson planning.