Date of Award
Fall 12-10-2024
Document Type
Dissertation
Degree Name
Doctor of Education (Ed.D.)
Department
Education: Curriculum and Teaching
First Advisor
Rhonda Bondi, PhD.
Second Advisor
Marshall George, EdD.
Third Advisor
Melissa Schieble
Academic Program Adviser
Jody Polleck
Abstract
The purpose of this study was to examine how secondary humanities teachers modify Open Educational Resources (OERs) to align with the Universal Design for Learning (UDL) framework. Originally developed to democratize access to educational content, OERs have become widely used across K–12 settings in the U.S., particularly following initiatives such as the Common Core standards and the U.S. Department of Education’s #GoOpen Project. Despite the growing adoption of OERs, limited research has addressed how teachers adapt these materials to meet the diverse needs of their students, especially through the lens of accessibility and inclusivity. Using the UDL framework, this descriptive case study explored the specific changes four secondary teachers (i.e. two English and two social studies) made to OER materials and the underlying rationale for those changes. The UDL framework is centered on three key domains—engagement, representation, and action/expression—that guide educators in modifying instructional materials to ensure access for all learners. This study also drew on the curriculum noticing framework to describe how teachers actively engage with and respond to instructional content, emphasizing their role as creators rather than passive users of pre-designed curricula. By providing an in-depth analysis of curriculum materials and teacher interviews of how OERs are adapted in secondary humanities settings, this research aimed to contribute to the understanding of OERs use in promoting student-centered, equitable learning environments. Findings from this study can inform future practices for educators and policymakers seeking to leverage OERs for greater educational access and inclusivity.
Recommended Citation
Nick, Christine, "ADAPTING FOR ACCESSIBILITY: HOW SECONDARY HUMANITIES TEACHERS MODIFY OPEN EDUCATIONAL RESOURCES USING THE UNIVERSAL DESIGN FOR LEARNING FRAMEWORK" (2024). CUNY Academic Works.
https://academicworks.cuny.edu/hc_sas_etds/1294
