Students with disabilities often start their school career in an Early Childhood Special Education program. The Individuals with Disabilities Act (IDEA) of 2004 mandates school districts to allow students with disabilities as much access to the general education environment as possible. Research has shown Universal Design for Learning (UDL) an imperative framework to ensure this occurs. In the state of Missouri, 253 school districts serving students with special needs in the ECSE setting were surveyed on their usage of UDL guidelines. Teachers and administrators from these programs were surveyed using the Universal Design for Learning Inventory tool developed through research specifically for this study. The sample included teachers of low incidence, self-contained and integrated ECSE classrooms, process coordinators, principals, and special education directors. These teachers and administrators were certified in areas including special education, early childhood, and early childhood special education and also served students with special needs and non-disabled peers.

Title

• The Differences Between Early Childhood Outcomes in the State of Missouri and Use of Universal Design for Learning in Early Childhood Special Education Programs

Last modified

• 06/05/2024

Creator

• Boyer, Amanda

Contributor

• Julie Bryant (Advisor/Committee Chair)
• James Truelove (Committee Member)
• Pam Hedgpeth (Committee Member)

Date Created

• 2016-05

Identifier

• vital:5958

Language

• English

Publisher

• Southwest Baptist University

Subject

• Early Childhood
• Special Education
• Disabilities
• Design for Learning

Rights

• Copyright Protected

File Format

• PDF Document