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Exploring pre-service teachers’ beliefs and practices about two inclusive frameworks: Universal Design for Learning and differentiated instruction

Tijdschriftbijdrage - Tijdschriftartikel

The interrelationship between UDL and DI has long been a topic of debate. This empirical study of pre service teachers has been carried out to explore underlying beliefs and practices about these two inclusive frameworks and to tap into their potential interrelationship. The results show that UDL and DI practices are different but highly interrelated. Both practices share important predictors (i.e., ongoing assessment, self-efficacy, self-regulation and motivation). However, flexible grouping was found to be a predictor of UDL only. Overall, UDL and DI are perceived as two complementary approaches with sufficient internal consistency to be integrated. (c) 2021 Elsevier Ltd. All rights reserved.
Tijdschrift: Teaching and teacher education
ISSN: 0742-051X
Volume: 107
Jaar van publicatie:2021
Trefwoorden:Universal design for learning (UDL), Differentiated instruction (DI), Pre-service teacher education, Inclusive education, Quantitative, research, Structural equation modelling