Date of Award
Dissertation (799 registration)
Doctor of Education in Educational Leadership
Special Education, inclusion, Kenya, Universal Design for Learning
This research aims to explore the Universal Design for Learning framework looking at multiple means of representation, multiple means of expression, and multiple means of engagement and how it can support students with intellectual disabilities within the country of Kenya. Using the Structural-Functional theory, this collective case study was designed to look at schools located throughout Kenya putting an emphasis on adaptations to an environment, integration into the community, and shared values and beliefs focused on student education. Three sub-questions will be used to support data analysis focused on the pillars of Universal Design for Learning. How does the Universal Design for Learning framework support student engagement in Kenya? How does the Universal Design for Learning framework specific to multiple means of representation support students in Kenya? How does the Universals Design for Learning framework specific to multiple means of expression and action support students in Kenya? Pseudonyms were used to protect the identity of participants in the data collection and semi-formal interviews. Six schools along with one teacher from each school were used to support this research. The findings of this study provided insight into education materials, teaching methods, classroom structure, technology, and accommodations provided to students with intellectual disabilities within Kenya. The information gained can be shared with active teachers within the United States of America who are teaching foreign-born students from Kenya to better support the transition to America and have a base understanding of the student’s prior educational experiences.
McKinnon, Molly, "A QUALITATIVE APPROACH EXAMINING THE EFFECTS OF UNIVERSAL DESIGN FOR LEARNING FOR STUDENTS WITH INTELLECTUAL DISABILITIES IN KENYA" (2023). Dissertations, Theses, and Projects. 795.