One size does not fit all: The effects of training in universal design for learning on lesson plan development in public schools

The purpose of this study was to investigate if there is a significant difference in the gain scores of the integration of Universal Design for Learning (UDL) principles in lesson plans between teachers who attended professional development workshops using the CAST method of teaching UDL and those who did not receive subsequent training in UDL principles. The effects of teacher training in UDL on lesson plan development of special and general education teachers in a K-5 public school setting were investigated. A descriptive-comparative experimental design with a control group and a treatment group was used for this study. A one-hour training in UDL was introduced to the experimental group. The control group did not receive training. A one-way analysis of variance, t-tests for independent samples, and Mann-Whitney U tests were completed for each of the dependent variables of the UDL lesson plan. Differences were found between the pretest and posttest measures for treatment and control group. The results suggested that a one-hour training in UDL could lead to lesson plans that integrated UDL principles, but could also indicate that a transfer of learning had occurred as evidenced in the difference in the gain scores from the pretest and intervention condition.