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http://dx.doi.org/10.17703/JCCT.2022.8.1.1

Analysis of Social Studies Textbooks Application for Universal Design for Learning for Students with Disabilities  

Lee, Okin (Dept. of Secondary Special Education, Jeonju Univ)
Publication Information
The Journal of the Convergence on Culture Technology / v.8, no.1, 2022 , pp. 1-8 More about this Journal
Abstract
This study examined whether the integrated education social studies textbooks developed for students with disabilities were properly implemented in terms of universal design for learning. For analysis, "Teaching and learning materials for inclusive education of students with disabilities: grade 3~6 social studies textbooks", which were instructional adaptation, were selected for students with disabilities who are unable to learn the contents of general textbooks for the 3rd to 6th grade of the elementary school social course in the 2015 revised curriculum. The social curriculum grades are composed of 20 units, including general public, geography and history. The content analysis standard was based on detailed items of 9 definitions according to the 3 principles of UDL presented in CAST (2018). Overall, the aspect of providing multiple means of action and expression was the most frequently observed, followed by providing multiple means of representation and providing multiple means of engagement. Special education teachers and textbook developers can use these results as a resource for designing curricula and lessons for students with disabilities in the inclusive classroom.
Keywords
Disabilities; Social Studies Textbooks; Inclusion Education; Universal Design for Learning; e-Book;
Citations & Related Records
Times Cited By KSCI : 1  (Citation Analysis)
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