Powerful UDL broad-based basic care for math in elementary school
This inter-professional research project examines how effective 'broad-based basic care' can be achieved at classroom level, based on Universal Design for Learning (UDL) and as a function of developing an inclusive learning environment that provides quality arithmetic and literacy instruction to all learners.
The aim is to explicitly identify the good practices that many teachers and schools already have at their disposal today and to examine which measures that are currently linked to the guidance of pupils with math and reading difficulties (cf. phase 1 in the care continuum) can already be used in the basic teaching of math and reading (phase 0). We want to demonstrate this by presenting schools with a list of criteria based on both literature and practice, asking them to indicate "how UDL" their arithmetic and reading environments are. Moreover, we want to use observations to test how this is made concrete in the classroom and document those good practices so that they can inspire other teachers. We expect as output: 1) a list of criteria that strong UDL arithmetic and reading teaching meets; 2) an overview of which schools in Flanders already meet (some of) these criteria and 3) an appropriate documentation/illustration ('good practice') for each of these criteria to realize strong UDL arithmetic and/or reading teaching.
In this way we want to achieve more positive attitudes towards inclusive education among all stakeholders involved (students, parents, teachers, principals, support staff, ...), increase the competences of teachers and support staff regarding powerful UDL math and reading education and pass on these insights 'first hand' to our own students in teacher training, remedial education, speech therapy and occupational therapy. If necessary, recommendations will also be formulated of what belongs in which phase of the care continuum.
Strengthening comprehensive primary care could result in a reduced need for care at levels 1 and 2 in the short term. In the long term, we also aim to bring about more positive attitudes towards inclusive education among all stakeholders involved (students, parents, teachers, management, support staff, etc.).
The aim is to explicitly identify the good practices that many teachers and schools already have at their disposal today and to examine which measures that are currently linked to the guidance of pupils with math and reading difficulties (cf. phase 1 in the care continuum) can already be used in the basic teaching of math and reading (phase 0). We want to demonstrate this by presenting schools with a list of criteria based on both literature and practice, asking them to indicate "how UDL" their arithmetic and reading environments are. Moreover, we want to use observations to test how this is made concrete in the classroom and document those good practices so that they can inspire other teachers. We expect as output: 1) a list of criteria that strong UDL arithmetic and reading teaching meets; 2) an overview of which schools in Flanders already meet (some of) these criteria and 3) an appropriate documentation/illustration ('good practice') for each of these criteria to realize strong UDL arithmetic and/or reading teaching.
In this way we want to achieve more positive attitudes towards inclusive education among all stakeholders involved (students, parents, teachers, principals, support staff, ...), increase the competences of teachers and support staff regarding powerful UDL math and reading education and pass on these insights 'first hand' to our own students in teacher training, remedial education, speech therapy and occupational therapy. If necessary, recommendations will also be formulated of what belongs in which phase of the care continuum.
Strengthening comprehensive primary care could result in a reduced need for care at levels 1 and 2 in the short term. In the long term, we also aim to bring about more positive attitudes towards inclusive education among all stakeholders involved (students, parents, teachers, management, support staff, etc.).
21/09/2020 - 25/09/2022
