Universal Design For Transition: A Single Subject Research Study On The Impact Of UDT On Student Achievement, Engagement And Interest

Laron Scott*, Sterling Saddler**, Colleen A. Thoma***, Christina Bartholomew****, Nora Alder*****, Ronald Tamura******
*Ed.D., Faculty & Proj Coordinator, Dept of Special Edu and Disability Policy, Virginia Commonwealth Univ, Richmond.
**Asso Prof & Asso Dean, College of Edu, Univ of Nevada, Las Vegas
***Associate Professor, School of Education, Richmond, VA.
****James Madison University, Exceptional Education Department, Harrisonburg,VA.
*****Asso Prof, Dept of Teaching and Learning, Virginia Commonwealth Univ, Richmond, VA.
******Assis Prof, Dept. of Special Edu, Southern Connecticut State Univ, New Haven.
Periodicity:February - April'2011
DOI : https://doi.org/10.26634/jpsy.4.4.1416

Abstract

Universal design for transition (UDT) refers to an approach to instructional planning, delivery, and assessment that bridges the gap between teaching academic and functional/transition goals. It builds upon the principals of universal design for learning (UDL) assuring that instructional practices are designed to meet the needs of diverse learners through the use of multiple means of engagement, expression, and representation. UDT assures that instruction includes multiple transition domains, multiple transition assessment, multiple resources/perspectives and student self-determination to support academic achievement and the transition to adult life. The purpose of this study was to determine whether the use of a UDT approach to instructional design and delivery had the results predicted when used in a high school social studies class. A single subject multiple-treatment design was used to determine the impact of each instructional approach. Quantitative data was gathered through observation and survey of 6 students at the secondary-education level. The findings indicated that students with disabilities were more interested and engaged and had better academic achievement when a UDT approach was used compared to the other two approaches. Implications for UDT being an effective evidence-based approach to instruction and assessment, as well as future research on UDT are presented.

Keywords

Universal Design For Transition, Universal Design For Learning, Student Achievement, Student Engagement, Student Interest, Transition Services, Self-Determination, Multi-Element Brief Experimental Design.

How to Cite this Article?

Laron Scott, Sterling Saddler, Colleen A. Thoma, Christina Bartholomew and Nora Alder Virginia and Ronald Tamura (2011). Universal Design For Transition: A Single Subject Research Study On The Impact Of UDT On Student Achievement, Engagement And Interest. i-manager’s Journal on Educational Psychology, 4(4), 21-32. https://doi.org/10.26634/jpsy.4.4.1416

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