Working Smarter: Using Universal Design for Learning to Spiral Curriculum in Small Special Education Preparation Programs

Document Type

Article

Digital Object Identifier (DOI)

10.33043/JOSEP.2.2.30-41

Journal Title

Journal of Special Education Preparation (JOSEP)

Publication Date

2022

Abstract

Although small teacher education preparation programs (STEPP) may struggle to implement robust program design frameworks compared to their larger preparation program peers, a collaborative design can help smaller programs with resource limitations. This collaboration can facilitate the design of effective and efficient teacher preparation programs (TPP) with a spiraled curriculum. Through scaffolding in TPPs, a spiral of support is defined as the process of learning continuous threads of information, gradually building to content mastery. These scaffolded components include case studies, role playing/modeling/feedback, and mentoring within the UDL framework. The use of case studies throughout a TPP provides a “continuum” of learning to prepare teachers to develop knowledge, skills, and practical experience within a diverse K-12 student population. Given a spiral of instruction to include role-play, modeling, feedback, and mentorship, preservice teachers can also engage in real world teaching and learning that go beyond the constraints of a classroom.

Comments

The Journal of Special Education Preparation (JOSEP) is an open-access, peer-reviewed journal that features research-to-practice information and materials for special education faculty in higher education settings. JOSEP brings its readers the latest on evidence-based instructional strategies, technologies, procedures, and techniques to prepare special education teachers and leaders. 

Publisher Statement

Copyright (c) 2022 Jennifer Walker, Marla Lohmann, Kathy Boothe, Ruby Owiny

This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.

Link to Full Text

Share

COinS