Changes in pre-service teachers' perception through the training in universal design for learning at the introduction to special education course

Abstract

Purpose: The purpose of this study was to explore the experiences and perceptions of universal design for learning(UDL) through qualitative study with pre-service teachers who have taken 'Introduction to Special Education; course focusing on UDL application training. Method: The 'UDL training program' consisted of 5 sessions, 'UDL workshop' and 'UDL note' activities that practiced modification of general curriculum into a universally designed curriculum. A total of 7 participants were interviewed in depth and the data were analyzed using continuous comparative method. The internal validity was confirmed through member check and peer debriefing. Results: As a result, 3 main themes (i.e., perception of inclusive education, disability, and teacher efficacy) and 9 sub-themes were identified. Participants have experienced the professional role and responsibility of the inclusive education and increased understanding of the disability. Additionally, participants had a sense of teacher efficacy in inclusive education environment. Conclusion: This study was meaningful in that it proposed 'Introduction to Special Education' in which UDL training program was inserted, and checked pre-service teachers' practical ability in the inclusive education environment. Based on the results, implications and suggestions were provided.