Universal Design for Learning procedures in special education teacher education

The purpose of this qualitative case study was to illuminate the experiences of five LLTs as they participate in a re-designed Master's practicum for special education. The practicum addressed the teacher education program essential elements of inquiry, collaboration and reflection by employing Universal Design for Learning (UDL) concepts. The case study design utilized interviews and observations of the five LLT participants, the harvesting of the LLTs' practicum products and using inductive data analysis to uncover three emerging themes. Analysis indicated that most of the LLTs used reflection as a way to connect and jointly construct and process an understanding of the UDL concepts. The UDL projects and co-teaching mandate provided the LLTs with a chance to conduct action research and using UDL, meet the needs of their diverse students in the general education classroom. Two of the five LLTs had positive changes in their teaching as a result of the practicum and UDL, while the other three LLTs reported limited changes in their teaching as a result of the practicum and UDL.