Pemahaman Guru Sekolah Dasar terhadap Universal Design for Learning sebagai Strategi Belajar yang Mendukung Pendidikan Inklusif

Grahita Kusumastuti(1), Wening Prabawati(2),
(1) Universitas Negeri Padang, Kota Padang  Indonesia
(2) Universitas Negeri Yogyakarta, Kota Yogyakarta  Indonesia

Corresponding Author


DOI : https://doi.org/10.24036/jippsd.v8i1.129594

Full Text:    Language : ind

Abstract


This research aims to determine elementary school teachers' understanding of universal design for learning (UDL) in inclusive classrooms. This research used a quantitative research approach with a survey design. Participants included thirty-two teachers at the elementary school level who have students with disabilities in their classes. Data was collected by conducting a survey using an instrument developed based on literature regarding universal design for learning strategies. The instrument has twenty-three items about the concept and implementation of three aspects of universal design for learning, such as multiple engagement, multiple representations, and multiple actions and expressions. The collected data was analyzed using statistical techniques such as frequency distribution, standard deviation, and one-way ANOVA. The findings show that elementary school teachers have a low level of knowledge regarding universal design for learning. Moreover, there was no statistically significant difference in teachers' understanding of universal design for learning based on years of teaching experience, highest degree earned, or gender. This research also suggests future research with a large sample and analysis.

Keywords


Elementary School Teachers; Inclusive Education, Knowledge; Universal Design for Learning

References


Al-Azawei, A., Serenelli, F., & Lundqvist, K. (2016). Universal Design for Learning (UDL): A Content Analysis of Peer Reviewed Journals from 2012 to 2015. Journal of the Scholarship of Teaching and Learning, 16(3), 39–56. https://doi.org/10.14434/josotl.v16i3.19295

Barkley, R. A. (2015). Attention-deficit hyperactivity disorder: A handbook for diagnosis and treatment (4th ed.). The Guilford Press.

Black, R. D., Weinberg, L. A., & Brodwin, M. G. (2015). Universal Design for Learning and Instruction: Perspectives of Students with Disabilities in Higher Education. Exceptionality Education International, 25(2). https://doi.org/10.5206/eei.v25i2.7723

Browder, D. M., Trela, K., Courtade, G. R., Jimenez, B. A., Knight, V., & Flowers, C. (2012). Teaching Mathematics and Science Standards to Students With Moderate and Severe Developmental Disabilities. The Journal of Special Education, 46(1), 26–35. https://doi.org/10.1177/0022466910369942

CAST. (2018). Universal Design for Learning Guidelines version 2.2. Http://Udlguidelines.Cast.Org.

Clements, D. H., & Sarama, J. (2011). Early Childhood Mathematics Intervention. Science, 333(6045), 968–970. https://doi.org/10.1126/science.1204537

Courey, S. J., Tappe, P., Siker, J., & LePage, P. (2013). Improved Lesson Planning With Universal Design for Learning (UDL). Teacher Education and Special Education: The Journal of the Teacher Education Division of the Council for Exceptional Children, 36(1), 7–27. https://doi.org/10.1177/0888406412446178

Coyne, P., Pisha, B., Dalton, B., Zeph, L. A., & Smith, N. C. (2012). Literacy by Design. Remedial and Special Education, 33(3), 162–172. https://doi.org/10.1177/0741932510381651

Diamond, A. (2013). Executive Functions. Annual Review of Psychology, 64(1), 135–168. https://doi.org/10.1146/annurev-psych-113011-143750

Diamond, A., & Lee, K. (2011). Interventions Shown to Aid Executive Function Development in Children 4 to 12 Years Old. Science, 333(6045), 959–964. https://doi.org/10.1126/science.1204529

Engel, S. (2011). Children’s Need to Know: Curiosity in Schools. Harvard Educational Review, 81(4), 625–645. https://doi.org/10.17763/haer.81.4.h054131316473115

Gardner, H. (1999). Intelligence reframed: Multiple intelligences for the 21st century. Basic Books.

Gay, G. (2018). Culturally Responsive Teaching: Theory, Research, and Practice. Third Edition. Multicultural Education Series. Teachers College Press.

Hall, T. E., Meyer, A., & Rose, D. H. (2012). Universal Design for Learning in the Classroom; Practical Applications. The Guilford Press.

Hall, T. E., Strangman, N., Meyer, A., & Washington, D. (2004). Differentiated instruction and implications for UDL implementation (Effective Classroom Practices Report). U.S. Department of Education, Office of Special Education Programs.

Hehir, T., & Schifter, L. (2015). How Did you get Here? Students with disabilities and their journeys to Harvard. Harvard Education Press.

Kurth, J. A., & Keegan, L. (2014). Development and Use of Curricular Adaptations for Students Receiving Special Education Services. The Journal of Special Education, 48(3), 191–203. https://doi.org/10.1177/0022466912464782

McLeskey, J., Waldron, N. L., & Redd, L. (2014). A Case Study of a Highly Effective, Inclusive Elementary School. The Journal of Special Education, 48(1), 59–70. https://doi.org/10.1177/0022466912440455

Meyer, A., Rose, D. H., & Gordon, D. (2014). Universal design for learning: Theory and Practice. CAST Professional Publishing.

Novak, K. (2019). UDL Now!: A Teacher’s Guide to Applying Universal Design for Learning in Today’s Classrooms. CAST.

Nur Baiti, R. R., Soedjarwo, S., & Purbaningrum, E. (2021). Management of Student with Special Needs in Inclusive Schools (Case Study in the State Junior High School 30 Surabaya and Alam Insan Mulia Junior High School Surabaya). International Journal for Educational and Vocational Studies, 3(1), 57. https://doi.org/10.29103/ijevs.v3i1.3388

Ralabate, P. K. (2011). Universal Design for Learning: Meeting the Needs of All Students. The ASHA Leader, 16(10), 14–17. https://doi.org/10.1044/leader.FTR2.16102011.14

Rao, K., & Meo, G. (2016). Using Universal Design for Learning to Design Standards-Based Lessons. SAGE Open, 6(4), 215824401668068. https://doi.org/10.1177/2158244016680688

Reid, R., Trout, A. L., & Schartz, M. (2005). Self-regulation interventions for children with attention deficit/hyperactivity disorder. Exceptional Children, 71(4), 361–377.

Rimm-Kaufman, S., & Sandilos, L. (2015). Improving Students’ Relationships with Teachers to Provide Essential Supports for Learning.

Scott, L. A., Thoma, C. A., Puglia, L., Temple, P., & D’Aguilar, A. (2017). Implementing a UDL Framework: A Study of Current Personnel Preparation Practices. Intellectual and Developmental Disabilities, 55(1), 25–36. https://doi.org/10.1352/1934-9556-55.1.25

Shaywitz, S. (2003). Overcoming dyslexia: A new and complete science-based program for reading problems at any level. Knopf.

Shonkoff, J. P., & Philiips, D. A. (2000). From Neurons to Neighborhoods. National Academies Press. https://doi.org/10.17226/9824

Tomlinson, C. A. (2001). How to Differentiate Instruction in Mixed-Ability Classrooms. Pearson Education.

Tomlinson, C. A. (2014). The Differentiated Classroom: Responding to the Needs of All Learners. 2nd Edition. ASCD.

Vygotsky, L. S. (1980). Mind in Society (M. Cole, V. Jolm-Steiner, S. Scribner, & E. Souberman, Eds.). Harvard University Press. https://doi.org/10.2307/j.ctvjf9vz4

Zimmerman, B. J. (2002). Becoming a Self-Regulated Learner: An Overview. Theory Into Practice, 41(2), 64–70. https://doi.org/10.1207/s15430421tip4102_2


Article Metrics

 Abstract Views : 92 times
 PDF Downloaded : 23 times

Refbacks

  • There are currently no refbacks.


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