Universal design for learning: perceptions of faculty and students at a northeastern community college
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Abstract
To examine community college faculty and student attitudes toward and actions associated with inclusive instruction based on Universal Design for Learning (UDL) principles and practices, two online surveys, the Inclusive Teaching Strategies Inventory (ITSI) and the Inclusive Teaching Strategies Inventory-Student (ITSI-S), were administered at a medium-sized Northeastern public Community College (n=449). The ITSI and ITSI-S contain six subscales representing the following constructs: (a) accommodations, (b) accessible course materials, (c) course modifications, (d) inclusive lecture strategies, ...
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