K . Alisa Lowrey, The University of Southern Mississippi; Aleksandra Hollingshead, The University of Idaho; and Kathy Howery, The University of Alberta.
Intellect Dev Disabil. 2017 Feb;55(1):15-24. doi: 10.1352/1934-9556-55.1.15.
The purpose of this study was to examine the language teachers used to discuss inclusion, Universal Design for Learning (UDL), and learners with intellectual disability (ID) in an effort to better understand how teachers describe the relationship between those three. Utilizing a secondary analysis procedure, interview transcripts from seven general education teachers were reanalyzed to identify language used by teachers to refer to inclusive educational settings, the implementation of UDL, and learners with intellectual disability. The identified themes were then juxtaposed against the UDL framework (principles, guidelines, and checkpoints) and the current literature related to UDL and inclusive education. We end with recommendations for future practice and research involving inclusive classrooms, UDL, and learners with ID.
本研究旨在考察语言教师在讨论包容性、通用设计学习（UDL）和智障学习者（ID）时所使用的语言，以更好地理解教师如何描述这三者之间的关系。本研究采用二次分析程序，重新分析了 7 位普通教育教师的访谈记录，以确定教师用于指代包容性教育环境、UDL 的实施以及智障学习者的语言。然后，将确定的主题与 UDL 框架（原则、指南和检查点）以及与 UDL 和包容性教育相关的现有文献进行对比。最后，我们提出了有关未来涉及包容性课堂、UDL 和 ID 学习者的实践和研究的建议。
