Methods that promote the systematic uptake of evidence informed practices into routine practice to improve the quality and effectiveness of services.
Published in Chapter:
Practicing What We Preach: A Case Study of the Implementation of a Complex Conceptual Framework
Stephen D. Kroeger (University of Cincinnati, USA), Susan A. Gregson (University of Cincinnati, USA), Michelle A. Duda (Implementation Scientists, LLC, USA), Anna DeJarnette (University of Cincinnati, USA), Jonathan M. Breiner (University of Cincinnati, USA), and Christopher L. Atchison (University of Cincinnati, USA)
Copyright: © 2019
|Pages: 31
DOI: 10.4018/978-1-5225-9429-1.ch011
Abstract
Creating inclusive classrooms is a challenge in general education. To prepare new teachers for diverse K-12 classrooms, faculty at one Midwestern university redesigned their education program to prepare preservice teachers for dual licensure in general and special education. The redesign required middle childhood faculty to learn more about complex conceptual frameworks that are prioritized in school districts across the country. One of these, Universal Design for Learning (UDL), became a non-negotiable component of the new program. An essential learning outcome became preparing pre-service teachers to utilize UDL. After the program was approved, content-area faculty questioned whether they were prepared to implement the framework. Having varied expertise in UDL, faculty wondered if they were teaching UDL effectively, and questioned whether they were modeling UDL concepts with fidelity in their own teaching. Thus, the Dual Licensure Implementation Team (DLIT) was born. This case study describes the process and product of the team's effort to implement UDL with fidelity.