Search results for: Tappe Phyllis

This study presents a comparison of lesson plans by teacher candidates in a teacher preparation program before and after universal design for learning (UDL) training. After training, 45 teachers incorporated more differentiated options and varied teacher strategies based on UDL principles into their lesson plans, so that the content was more accessible to all students. The improved multiplicity of options in lesson planning demonstrates a better understanding of UDL principles; however, teachers need more experience in actually implementing the UDL principles in their classrooms.