[35] | - 41 preservice teachers for 2 studies: study 1 (n = 36) study 2 (n = 5) - Action research and practicum in pre-K to grade 3 classrooms - F2F | Independent variables: Study 1: Implementation of action research in which topics of UDL principles, methods of reading and math, young children, and disabilities were taught; practicum in which UDL approaches were used in class by the preservice teachers to complete their action research. Study 2: Practicum in which UDL principles were taught and training was conducted using teacher education materials developed by the Center for Assistive Special Technology. Dependent variables (Data collection: Qualitative method): - Interview using grounded theory. - Preservice teachers’ understanding and implementation of UDL in their teaching. | - The effectiveness of UDL strategies in enhancing their teaching in terms of class structure, learning, engagement and accessibility for every student in class. - Preservice teachers’ confidence in their knowledge about UDL and its application. - Categorized as effective. | - |
[36] | - 46: 6 faculty and 11 teachers taking a UDL online course; 17 faculty and teachers attending the first two-day F2F summer institute; 12 attending F2F event - Online or F2F summer course | Independent variables: - Instruction using the collaborative professional development model and UDL strategies (e.g., computer-aided instruction, productivity software, and instruction management software). - Learning topics taught: UDL principles and networks, significance of electronic texts, learning barriers associated with students with special needs, and hands-on technology implementation (e.g., Thinking Reader, voice recognition, IntelliMathics, computer voice, other hands-on technology tools). - Building learning team in which university faculty and teachers grouped as a team while taking online Blackboard class. Dependent variables (Data collection: Qualitative method): Written reflections (feedback) from teachers. | - Participants’ inefficient use of multiple technology devices for instruction due to a lack of skills in technology. - Collaboration essential to produce progress in teaching practices. - UDL approaches valued: Teachers’ appreciation of the assistive and adaptive technology to benefit their students with different learning backgrounds; adequate amount of practice needed to generalize their acquired technology knowledge in different contexts with continuous supports. Categorized as effective. | - |