Davis, Jason P.Oh, KevinNussli, NatalieDjoub, Zineb2017-08-232017-08-232017-08978-1-5225-2963-710.4018/978-1-5225-2963-7http://hdl.handle.net/11654/25376The growing diversity of America’s public schools has created pressure for universities and teacher preparation programs to develop strategies to aid novice teachers in meeting a variety of student needs. In addition to cultural and linguistic differences, special education teachers must also be prepared to meet the variety of academic, social, and emotional needs of students identified with disabilities. To accomplish this, studies investigating the potential of video based reflection to impact novice and pre-service teachers’ ability to implement pedagogical theory into practice have increased. This chapter examines the use of video as a tool to engage novice special education teachers’ reflection on the implementation of culturally responsive pedagogy (CRP), differentiated instruction (DI), and universal design for learning (UDL).endifferentiated instructionculturally relevant pedagogyuniversal design for learningvideo analysiscritical reflectionteacher educationdisproportionate representationprompting tool370 - Erziehung, Schul- und Bildungswesen04A - Beitrag Sammelband272-287