Supporting high school math and science teachers with universal design for learning implementation

• Online Access: http://hdl.handle.net/2047/D20328894

The achievement gap between typical and special education students has been explored in scholarly circles to understand how to implement universal design for learning (UDL) to ensure that all students are achieving at the highest levels possible through an inclusive educational environment. Universal design seeks to support all students to the maximum extent possible in the general education environment through the framework of multiple means of representation, action and expression, and engagement being integrated into the curriculum. This qualitative, explanatory case study sought to examine how administrators can best support high school math and science teachers in implementing universal design to close the achievement gap in math and science through the disability theory. The study includes survey of six teachers (three math and three science), semi-structured interviews of four teachers (two math and two science) with assessment artifacts, and an observation in one math and one science classroom. This study advances three major findings. Administrators need to find and support professional development for high school math and science teachers in: (1) Aligning the curriculum with the framework of UDL to provide multiple means of representation, action and expression, and engagement; (2) Planning and pedagogical practices; (3) Assessment. Through these findings and the literature, this study has proposed that teachers and administrators use the Four Shifts Protocol as an ongoing discussion guide for developing meaningful and authentic curriculum for the math and science curriculum that meets all students' needs. Second, that PLCs should be around the exploration of current assessment data to determine the area(s) of the curriculum where the largest achievement gap exists. Third, that the instructional coaching model needs to be re-examined to focus on closing the achievement gap through shifts in instructional practices based on the Four Shifts Protocol. Fourth that more math and science teachers should attend conferences and workshops outside of Moe High School to learn from the experts in the field. Teachers should all engage with online PLCs on Twitter to expand the conversation beyond the walls of Moe High School. Last, that administrators should redesign faculty meeting time using the EdCamp model to focus on continued professional learning of all staff to support students with disabilities.--Author's abstract