THE THREE BLOCK MODEL OF UNIVERSAL DESIGN FOR LEARNING (UDL): ENGAGING STUDENTS IN INCLUSIVE EDUCATION
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摘要: Outcomes related to student academic and social engagement when the Three Block Model of Universal Design for Learning (Author, 2012) is implemented were investigated. Six hundred seventy-one students from grades one twelve attending ten schools located in two rural three urban school divisions Manitoba took part study. Intervention control groups assessed pre during intervention engagement. Student teacher demographics, types task grouping structures being assigned investigated determine impacts on Students completed several measures classroom climate, belongingness, autonomy, inclusivity/exclusivity, a selected sample observed obtain detailed information about their engaged behavior. Data analyzed using repeated MANCOVAs. The significantly increased students’ behavior, particularly active engagement, promoted through peer interactions, inclusivity.
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