From training to teaching: UDL faculty professional development and student perceptions

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This study investigated the relationship between faculty members’ Universal Design for Learning (UDL) knowledge and UDL-aligned lesson plans, developed during professional development, and their students’ perceptions of UDL practices. Data from five cohorts of community college faculty who participated in UDL professional development were analyzed using multilevel modelling and multilevel structural equation modelling. Results indicated that greater faculty knowledge of UDL significantly predicted higher-quality lesson plans and more positive student perceptions of inclusive classroom practices. However, higher lesson plan scores negatively predicted students’ perceptions of UDL implementation. At the classroom level, sections with a higher proportion of students who self-reported having a disability demonstrated more positive perceptions of UDL-based instruction. The results indicate the importance of UDL professional development for supporting faculty in creating more inclusive lesson plans. They also point to the need for sustained support after the initial professional development and during the implementation of UDL-based lesson plans in the classroom.