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

References

[1]. Browder, D.M., Mims, P.J., Spooner, F., Ahlgrim-Delzell, L., & Lee, A. (2008). Teaching elementary students with multiple disabilities to participate in shared stories. Research and Practice for Persons with Severe Disabilities, 33(1-2), 3-12.
[2]. Center for Applied Special Education Technology [CAST]. (1998). What is universal design for learning? Wakefield, MA: Author. Retrieved July 31, 2009, from http://www.cast.org/research/udl/index.html.Individuals with Disabilities Education Improvement Act of 2004. 20 U.S.C. 144 et seq. (2004).
[3]. Johnson, L.S. (2008). Relationship of instructional methods to student engagement in two public high schools. American secondary education, 36(2), 69-87.
[4]. Kazdin, A. E. (1982). Single-case research designs: Methods for clinical and applied settings. New York: Oxford.
[5]. Kennedy, C. (2005). Single-case designs for educational research. Boston: Pearson Education, Inc.
[6]. Kochhar-Bryant, C.A., & Bassett, D.S. (2002). Aligning transition and standards-based education: Issues and strategies. Arlington, VA: Council for Exceptional Children.
[7]. Kortering, L.J., McClannon, T.W., & Braziel, P.M. (2008). Universal design for learning: A look at what algebra and biology students with and without high incidence conditions are saying. Remedial and Special Education, 29(6), 352-363.
[8]. Meo, G. (2008). Curriculum planning for all learners: Applying universal design for learning in a high-school reading comprehension program. Preventing School Failure, 52(1).
[9]. Mithaug, D., Wehmeyer, M. L., Agran, M., Martin, J. E., & Palmer, S. (1998). The self-determined learning model of instruction: Engaging students to solve their learning problems. Baltimore: Paul H. Brookes. No Child Left Behind Act of 2001. Pub. L. No. 107-110, 115 Stat. 1425 (2002).
[10]. Richards, Taylor, Ramasamy, & Richards (1998). Single subject research: Applications in Educational and clinical settings. Belmont: Wadsworth Group/Thomson Learning.
[11]. Rose, D. H. & Meyer, A. (2002). Teaching every student in a digital age: Universal design for learning. Alexandria, VA: Association for Supervision and Curriculum Development.
[12]. Strangman, N., Meyer, A., Hall, T., & Proctor, P. (2008). Improving foreign language instruction with new technologies and universal design for learning. In E. Hamilton, & T. Barbieri, (Eds.), Worlds apart: Disability and foreign language learning. New Haven, CT: Yale University Press.
[13]. Test, D.W., Fowler, C.H., Richter, S.M., White, J., Mazzotti, V., Walker, A.R., Kohler, P. & Kortering, L. (2009). Evidence-based practices in secondary transition. Career Development for Exceptional Individuals, 32(2), 115-128.
[14]. Thoma, C.A., Bartholomew, C., & Scott, L.A. (2009). Universal design for transition: A roadmap for planning and instruction. Baltimore: Paul H. Brookes.
[15]. Thoma, C.A., Pannozzo, G., & Achola, E. (in production). IEP goals for students with disabilities: A secondary analysis of data from the NLTS-2 study.
[16]. Wehman, P. (2006). Life Beyond the Classroom: Transition Strategies for Young People with Disabilities, (4th edition), Paul Brookes Publishing Co.
[17]. Wehmeyer, M.L. (2006). Universal design for learning, access to the general education curriculum and students with mild mental retardation. Exceptionality, 14(4), 225- 235.
If you have access to this article please login to view the article or kindly login to purchase the article

Purchase Instant Access

Single Article

North Americas,UK,
Middle East,Europe
India Rest of world
USD EUR INR USD-ROW
Online 15 15

Options for accessing this content:
  • If you would like institutional access to this content, please recommend the title to your librarian.
    Library Recommendation Form
  • If you already have i-manager's user account: Login above and proceed to purchase the article.
  • New Users: Please register, then proceed to purchase the article.