Universal Design for Learning

Universal Design for Learning

Frances G. Smith (Virginia Commonwealth University, USA) and Pamela LeConte (George Washington University, USA)
Copyright: © 2005 |Pages: 3
DOI: 10.4018/978-1-59140-555-9.ch292
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Abstract

Buckminster Fuller, a multi-talented innovator of the 20th century, contributed to society as a scientist, engineer, and inventor (left hemisphere/brain dominance), and as a philosopher, psychologist, and essayist (right hemisphere/brain dominance). The multi-faceted dimension that defined Fuller (and other such inventors and leaders) contributed greatly to his successes. Yet, in traditional academic environments, indeed in current ones (which are defined by rigorous standards, high-stakes assessments, and accountability for all), these preeminent leaders of innovation would not have been recognized for their talents or contributions—during their school years. Einstein, who was labeled a failure by his grade school math teachers, proceeded to change how we view and operate in our world—despite his limitations. The educational system did not know how to accommodate his way of learning; yet, he excelled in spite of the failures of public education. In today’s educational climate, many potential Fullers and Einsteins may be experiencing the same failures of our system. This is often true of students who learn differently from how they are taught, including students with disabilities (Smith, 2001).

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