Implementing the Three Block Model of Universal Design for Learning
Effects on teachers' self-efficacy, stress, and job satisfaction in inclusive classrooms K-12
Bibliographic Data
| ID | 12578360 |
|---|---|
| Authors | Jennifer Katz (0000-0002-6740-5040, University of Manitoba, corresponding author) |
| Year | 2014 |
| Volume | 19 |
| Issue | 1 |
| Pages | 1-20 |
| Publication date | 2014-03-27 |
| Peer Reviewed | Yes |
| Open Access | No |
| Type | ARTICLE |
| Venue | International Journal of Inclusive Education (JOURNAL) |
| Journal identifiers | ISSN: 1360-3116 • E-ISSN: 1464-5173 |
| Publisher | Taylor & Francis (PUBLISHER • GB) |
| DOI | 10.1080/13603116.2014.881569 |
| OpenAlex | W2082767693 |
| Language | EN |
| Citations received | 29 |
| References cited | 36 |
Fifty-eight teachers of grades 1–12 in 10 schools located in two rural and three urban school divisions in Manitoba were involved in a study implementing the Three Block Model of Universal Design for Learning and exploring its outcomes for teachers and students. This article reports teachers' perceptions related to the outcomes of the implementation of the model for both students and themselves and gives voice to teachers working in challenging, diverse classrooms regarding the barriers they face to inclusive practice and what supports are needed. After implementing the model, teachers reported positive student outcomes in terms of reductions in challenging behaviour, improved student-to-student interactions, engagement, and learning. They also believed the model improved their practice and self-efficacy related to inclusive education, reduced their workload, and improved job satisfaction. However, teachers also articulated several barriers to its implementation, including the need for collaborative planning time, differentiated resources, professional learning communities, and public education
Inclusion (mineral · Job satisfaction · Mathematics education · Medical education · Pedagogy · Perception · Self-efficacy · Universal Design for Learning · Workload · Collaborative Teaching and Inclusion · Computer Science · Disability Education and Employment · Early Childhood Education and Development · Medicine · Psychology · Social Psychology
Validación de Instrumento para Medir las Percepciones de los Docentes sobre el Diseño Universal para el Aprendizaje
Análisis Factorial de las Percepciones Docentes sobre Diseño Universal de Aprendizaje
Effects of a neuroscience-informed universal design for learning training on the development of inclusive teaching competencies
Structure and flexibility
Art, music, and play as a teaching aid
Inclusive practices mediated by AI and UDL
Theorising Universal Design for Learning to Create More Inclusive Outdoor Play Spaces
Exploring the Use of Magic Tricks with Students with Disabilities to Meet the Universal Design for Learning Engagement Consideration of Nurturing Joy and Play
Effects of a Universal Design for Learning (UDL) Training Course on the Development Teachers’ Competences
The roles of self-efficacy and teacher-student relationship in job satisfaction among teachers of students with disabilities in China
Relations Between Situations of Educational Exclusion and Limitations of the Education System, Teaching Needs and Technological Resources
How Confucian Traditional Culture Influences Preschool Teachers' Professional Growth Through Technology Usage Intention and Technology Pressure
A structured review of the potential role of school leaders in making teaching more attractive
The philosophy of cognitive diversity
The effectiveness of universal design for learning
La pédagogie universelle
Communautés d’apprentissage professionnelles auprès du personnel enseignant au primaire en contexte francominoritaire
The effects of differentiated instruction on teachers’ stress and job satisfaction
Conception d’une formation interdisciplinaire à la collaboration interprofessionnelle en santé et services sociaux en partenariat patient
Promising practices for preparing Canadian teachers for inclusive classrooms
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Teacher confidence to implement the principles, guidelines, and checkpoints of universal design for learning
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Fostering inclusion in school through creative and body-based learning
Comparison of inclusive and traditional science classrooms
The school staff's perception of their ability to teach special educational needs pupils in inclusive settings in Finland
Academic achievement of diverse K-12 students in inclusive three-block model classrooms
Contribuciones del diseño universal para el aprendizaje a la implementación de un currículo accesible para estudiantes con y sin discapacidad intelectual
Measuring teacher efficacy to implement inclusive practices
Toward Inclusion of Special Education Students in General Education
Newly qualified teachers’ work engagement and teacher efficacy influences on job satisfaction, burnout, and the intention to quit
School Engagement
Understanding teachers’ attitudes and self-efficacy in inclusive education
Academic outcomes in school classes with markedly disruptive pupils
Developing inclusive education systems
Application of Bourdieuian theory to the inclusion of students with learning/physical challenges in multicultural school settings
Making it work
Impact of a multipronged approach to inclusion
Inclusion in PK‐12
Avoiding Traps in Member Checking
Beyond special and regular schooling? An inclusive education reform agenda
Excluding the included
The differential influence of instructional context on the academic engagement of students with behavior problems
Teacher Perceptions of Mainstreaming/Inclusion, 1958-1995
Enhancing school-based prevention and youth development through coordinated social, emotional, and academic learning
| Unique citing works | 29 |
|---|---|
| Citations per year | 2.64 |
| Citation span | 2015 - 2026 (12) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 27 |