Master of Education in Universal Design for Learning (UDL) and Inclusive Education
Reaching All Students in General and Special Education
Universal Design for Learning employs a framework that maximizes learning opportunities for all students, whether they have disabilities, are non-native English speakers or are gifted. Using the UDL framework, teachers strengthen inclusive classrooms and expand understanding of student ability while considering the role of the Common Core Standards in this context. This specialization is appropriate for special education and general education K-12 teachers who want to give students safe spaces, flexible learning choices, and effective paths to educational goals.
Employ the UDL framework in your classroom as you challenge the status quo, remove curriculum barriers, present educational goals in interesting ways and engage all students equitably!
Course of Study
Earn this Masters of Education in California by completing 10 courses (3-units each) for 30 units of coursework. Your program consists of five foundation courses including a capstone action research project as well as five specialization courses. You may start in any semester with any of the courses offered. The Capstone Seminar is the final course in the program and builds on knowledge gained in the research and specialization courses. Earn your Universal Design for Learning degree today.
Core Courses (15 units)
Analysis of the American educational system with a particular focus on issues of diversity, inequity, conflict and social justice within a school context. Historical case studies, contemporary policies and practices, and international comparisons compel consideration of the social construction of education.
Explore key cognitive studies on human cognition and learning. You will critically discuss research and contemporary debates on cognitive processes, learning, memory, reasoning, problem-solving, developmental mechanism, cognitive styles, motivation, and the socio-cultural foundations of learning with an emphasis on the implications for educators and educational researchers.
Introduction to the major educational research methods and paradigms with an emphasis on reflective, practitioner-directed inquiry. The course encompasses quantitative methods, qualitative methods, mixed methods, and action research frameworks. Particular emphasis is placed on action research as a reflective and collaborate inquiry for improving educational practices.
Applied exploration of qualitative research methodologies such as ethnography, grounded theory, case-study and cross-case comparisons, surveys, observations, document analyses, focus groups and interviews. Opportunity to learn and apply a variety of techniques to analyze data and interpret findings.
Final course in the MEd Online program sequence. The capstone builds on the knowledge gained in previous research and specialization courses to support students as they engage in an action research project appropriate to their area of specialization and classroom needs.
UDL Specialization Courses (15 units)
Theoretical and practical exploration of the principles of Universal Design for Learning (UDL). Investigation of brain research into recognition networks, strategic networks, and affective networks and consideration of how these networks can inform instructional design decisions.
Examination of variability of ability and experience among students. Investigation and application of assessment tools and instructional design strategies that provide differentiated support for the success of all students.
Exploration of our evolving understanding of autism in the research literature, educational practice, and popular imagination. Examination and application of instructional strategies for supporting autistic students in communication, organization, and social interaction.
Examination of research, policy, and practice of co-teaching and collaboration models that support general education and special education students in inclusive classrooms.
Investigation of the historical, philosophical, legal, political and sociological constructions of disability in education. Analysis of application of current law to classroom and school policies and practices.