Abstract

This paper describes a study that investigated the impact of instruction in Universal Design for Learning (UDL) for preservice elementary education teachers. They used a self-report instrument to rate skill level before and after direct and guided instruction to learn and practice essential components of UDL in lesson planning for elementary-age diverse learners. UDL instruction had a positive impact on self-assessment of lesson planning skills. Results of the study and implications for future research of UDL instruction at the university level are discussed.