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Chapter Abstract Combine Vol. 2 SELECTED READINGS IN EDUCATION Volume 2 Madalitso Khulupirika Banja Editor Special and Inclusive Education Early Childhood Education ICT in Education Mentoring in Education Current trends in Religious Education Micro theories in Education Educational Adm. and Management SELECTED READINGS IN EDUCATION Volume 2 Madalitso Khulupilika Banja Editor Copyright © Madalitso Khulupilika Banja 2019 All rights reserved. No part of this publication may be reproduced, stored in a retrieval system or transmitted, in any form or by any means, electronic, mechanical, photocopying, or otherwise, without the prior permission of the copyright owner. Editor contact details Department of Educational Psychology, Sociology and Special Education (EPSSE), School of Education, University of Zambia, Box 32379, Lusaka. Zambia Editor's email: [email protected] /[email protected] ISBN: 982-9988-67-002-1 Published by: Marvel Publishers for and on behalf of the author P. O Box 320141, Woodlands, Lusaka Email: [email protected] Cell: +260 977 807 383 Printed by: Mission Press-Ndola Email: [email protected] Cell: 0979 700700 CHAPTER ONE Inclusive Education – Implementing Universal Design for Learning Ensa Johnson and Kenneth Kapalu Muzata Overview Over the last two decades, access to basic education for all learners - with or without special educational needs – became an important aim for many countries in the world (Kiru, 2018). This chapter will first provide a background on special and inclusive education based on a Zambian perspective and will then address the move from special to inclusive education based on a human rights and social perspective. It is suggested that the implementation of Universal Design for Learning (UDL) be used in inclusive educational settings to accommodate all learners with and without disabilities irrespective of their differences. Practical suggestions of UDL for the classroom will be provided and thereafter, the implications for UDL in education will be discussed. Finally, a framework for the successful implementation of UDL in developing countries will be proposed. Keywords Inclusive education, Universal Design for Learning, Special education. Citation Johnson, E. & Muzata, K.K. (2019). 'Inclusive Education; Implementing Universal Design for Learning'. In: M.K. Banja (Ed.). Selected Readings in Education Volume 2. (pp. 1-22). Lusaka: Marvel Publishers References Al-Azawei, A., Parslow, P., & Lundqvis, K. (2017). ‘The Effect of Universal Design for Learning (UDL) Application on E-learning Acceptance: A Structural Equation Model’. International Review of Research in Open and Distributed Learning, 18(6) Alhassan, A. K., & Abosi, O. C. (2014). Teacher Effectiveness in Adapting Instruction to the Needs of Pupils with Learning Difficulties in Regular Primary Schools in Ghana. SAGE Open, 1-16 doi:10.1177%2F2158244013518929 Anwar, T. N. (2016). 'Discriminatory Issues for Children with Special Needs: The Case of Ghana'. Unpublished Master's dissertation: Oslo and Akershus University College of Applied Sciences, Norway. Aprilia, I. D. (2017). 'Flexible model on special education services in inclusive setting elementary school'. Journal of International Conference on Special Education in South Asia Region (ICSAR), 1(1), 50-54. Artiles, A. J., & Kozleski, E. B. (2016). 'Inclusive education's promises and trajectories: Critical notes about future research on a venerable idea'. Education Policy Analysis Archives/Archivos Analíticos de Políticas Educativas, 24, 1-29. Baker, C. Lund, O., Nyathi, R. & Taylor, J. (2010). ‘The myths surrounding people with albinism in South Africa and Zimbabwe’. Journal of African Cultural Studies, 22(2), 169–181 Beaudoin, J.B. (2013). Introduction to Inclusive Teaching Practices. Centre for University Teaching & Learning Support Service, University of Ottawa, Vol.10, 1-16. Bloom, P. (2002). How children learn the meanings of words. Massachusetts: Massachusetts Institute of Technology (MIT) Bowles, C. & Frizelle, P. (2016). 'Investigating peer attitudes towards the use of key word signing by children with Down syndrome in mainstream schools'. British Journal of Learning Disabilities, 1-8 Brandon, D. P.; & Ncube, M. M. (2006). 'Botswana's Agriculture Teachers' Attitudes Towards Inclusion of Students with Physical Disabilities in Mainstream Classes.' Negro Educational Review, 57(3/4), 215-227 CAST. (2011). Universal Design for Learning Guidelines version 2.0. Wakefield, MA: CAST. Castro, S., Granlund, M., & Almquist, L. (2017). 'The relationship between classroom quality related variables and engagement levels in Swedish preschool classrooms: a longitudinal study.' European Early Childhood Education Research Journal, 25(1), 122-135, doi: 10.1080/1350293X.2015.1102413 Chataika, T., Mckenzie, J.A. Swart, E. & Lyner-Cleophas, M. (2012). 'Access to education in Africa: responding to the United Nations Convention on the Rights of Persons with Disabilities'. Disability and Society, 17(3), 385-398, doi: 10.1080/09687599. 2012. 654989 Chmiliar, L. (2009). 'Perspectives on Inclusion: Students with LD, their Parents, and their Teachers'. Exceptionality Education International, 19, 72-88. Retrieved from http://ir.lib.uwo.ca/eei/vol19/iss1/6 Cole, C. M., Waldron, N, & Majd, N. (2004). ‘Academic Progress of Students Across Inclusive and Traditional Settings’. Mental Retardation: (42) 2, 136-144. doi:10.1352/0047-6765(2004)42<136:APOSAI>2.0.CO;2 Courey, S. J., Tappe, P., Siker, J., & LePage, P. (2012). 'Improved Lesson Planning with Universal Design for Learning (UDL)'. Teacher Education and Special Education, 36(1), 7–27 Coyne, P., Pisha1, B., Dalton, B., Zeph, L. A., Cook Smith, N. (2012). 'Literacy by Design: A Universal Design for Learning Approach for Students with Significant Intellectual Disabilities'. Remedial and Special Education, 33(3), 162–172 Curic, S. (2009). ‘Inclusion in PK-12 an international perspective.’International Journal of Inclusive Education, (13)5, 517-538, doi: 10.1080/13603110801899585 Donohue, D. & Bornman, J. (2014). 'Challenges of Realising Inclusive Education in South Africa.' South African Journal of Education, 34(2), 1–14. Dunn, D. S., Andrews, E. E. (2015). 'Person-first and identity-first language: Developing psychologists' cultural competence using disability language'. American Psychologist, 70(3), 255-264 Engelbrecht, P., Oswald, M., & Forlin, C. (2006). 'Promoting the implementation of inclusive education in primary schools in South Africa'. British Journal of Special Education, 33(3), 121-129. Engelbrecht, P., Savolainen, H., Nel, M., Koskela, T. & Okkolin, M. (2017). 'Making meaning of inclusive education: classroom practices in Finnish and South African classrooms'. Compare: A Journal of Comparative and International Education, 47(5), 684-702, doi: 10.1080/03057925.2016.1266927 Fakolade, O. A., Adeniyi, S. O., & Tella, A. (2017). 'Attitude of teachers towards the inclusion of special needs children in general education classroom: the case of teachers in some selected schools in Nigeria'. International Electronic Journal of elementary education, 1(3), 155-169. Franck, B & Joshi, D. K. (2017). 'Including students with disabilities in Education for All: lessons from Ethiopia'. International Journal of Inclusive Education, 21(4), 347-360, doi: 10.1080/13603116.2016.1197320 Gavish, B. (2017). 'Special education trainee teachers' perceptions of their professional world: motives, roles, and expectations from teacher training'. Teachers and Teaching, 23(2), 153-170. Goossens, C. (1989). 'Aided communication intervention before assessment: A case study of a child with cerebral palsy'. Augmentative and Alternative Communication, 5, 14–26 Hall, T., Strangman, N., & Meyer, A. (2014). Differentiated instruction and implication for UDL implementation. Effective classroom practices report. National center on accessing the general curriculum. Retrieved 1 February 2015 from http://aim.cast.org/sites/aim.cast.org/files/DI_UDL_10.6.14_0.docx Hallahan, D. P., Kauffman, J. M., Pullen, P. C. (2009). Exceptional learners (11th ed.). Boston, MA: Pearson. Hart, J. E. & Whalon, K. J. (2008). 'Promote Academic Engagement and Communication of Students with Autism Spectrum Disorder in Inclusive Settings'. Intervention in School and Clinic, 44 (2), 116-120 Hartmann, E. (2015).' Universal Design for Learning (UDL) and Learners with Severe Support Needs'. International Journal of Whole Schooling, 11 (1), 54-67. Hartmann, E., & Weismer, P. (2016). 'Technology implementation and curriculum engagement for children and youth who are deafblind.' American Annals of the Deaf, 161(4), 462–473. Heelan, A. (2015). Universal Design for Learning: Implications for Education. Universal Design in Education Conference, Dublin Hehir, T. (2009). Policy Foundations of Universal Design for Learning. National Center on Universal Design for Learning: Wakefield. Hsien, M., Brown, P. M., & Bortoli, A. (2009). 'Teacher qualifications and attitudes toward inclusion'. Australasian Journal of Special Education, 33(1), 26-41. Israel, M., Ribuffo, C., & Smith, S. (2014). Innovative Configuration: Universal Design for Learning: Recommendations for Teacher Preparation and Professional Development. (Document No. IC-7). Retrieved from University of Florida, Collaboration for Effective Educator, Development, Accountability, and Reform Center website: http://ceedar.education.ufl.edu/tools/innovation-configurations/ Johnson, E., Nilsson, S., & Adolfsson, A. (2015). 'Eina! Ouch! Eish! Professionals' Perceptions of How
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