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What is Universal Design for Learning (UDL)

Chapter 2
Ensuring Quality and Integrity in Online Learning Programs
The practice and framework of proactively and intentionally modifying instruction and assessment to meet the needs of a diverse set of learners.
Published in Chapter:
Preparing and Training Higher Education Faculty to Ensure Quality Online Learning and Teaching
Ben Seipel (University of Wisconsin – River Falls, USA & California State University – Chico, USA) and Chiara Francesca Ferrari (California State University – Chico, USA)
Copyright: © 2019 |Pages: 33
DOI: 10.4018/978-1-5225-7844-4.ch002
Abstract
In this chapter, the authors discuss the nature of quality online instruction from the perspectives of equity, quality preparation, professional development, and evaluation. Specifically, the authors describe the need for faculty preparation in pedagogical and andragogical practices in general by defining “quality” and qualified professionals. The authors provide initial support for instructors by describing the lesson planning cycle as a useful framework. The authors also delve into the importance of considering one's personal teaching philosophy as a grounding for quality instruction. Then, the authors apply these concepts to online andragogy and the need for continuing professional development opportunities. Next, the authors describe three evaluation tools/opportunities, rubric for online instruction, the quality online learning and teaching instrument, and quality matters, that have been useful to faculty at their institution. Finally, the authors conclude with future research directions regarding quality online instruction.
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Chapter 5
School Readiness Program: An Integral Component of Inclusive Education
A way of teaching and learning which provides an equal opportunity to all the students to succeed. It also offers flexibility in terms of multiple means of presentation, engagement, and expression.
Published in Chapter: School Readiness Program: An Integral Component of Inclusive Education; From: Handbook of Research on Critical Issues in Special Education for School Rehabilitation Practices
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Chapter 9
Differentiated Instruction: A Programming Tool for Inclusion
A research-based theoretical framework that has been incorporated into DI planning and instruction.
Published in Chapter: Differentiated Instruction: A Programming Tool for Inclusion; From: Inclusive Theory and Practice in Special Education
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Chapter 6
Engage Teacher Leaders to Design Inclusive and Inquiry-Based Practices: Rethinking the Use of Artificial Intelligence
A design of curriculum materials, instructional activities, and evaluation procedures that can meet the needs of learners with a wide range of abilities and culturally and linguistically diverse backgrounds.
Published in Chapter: Engage Teacher Leaders to Design Inclusive and Inquiry-Based Practices: Rethinking the Use of Artificial Intelligence; From: Preparing Pre-Service Teachers to Integrate Technology in K-12 Classrooms: Standards and Best Practices
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Chapter 4
Technology and Design for Inclusion: The Impact of Universal Design
“A research-based framework for designing curricula—that is, educational goals, methods, materials, and assessments—that enable all individuals to gain knowledge, skills, and enthusiasm for learning. This is accomplished by simultaneously providing rich supports for learning and reducing barriers to the curriculum, while maintaining high achievement standards for all students” (CAST, 2013, p. 1).
Published in Chapter: Technology and Design for Inclusion: The Impact of Universal Design; From: Handbook of Research on Education and Technology in a Changing Society
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Chapter 1
Fostering Student Engagement Through Showing Empathy and Caring in an Online College Course: An Action Research Project for COVID-19 and Beyond
A framework of principles for creating lesson plans and curriculum that meets the needs of all learners. Like universal design in architecture, using UDL principles produces a flexible learning environment that helps everyone through three basic guidelines: providing multiple means of representing the content, providing multiple means for students to express what they learn, and focus on student engagement.
Published in Chapter: Fostering Student Engagement Through Showing Empathy and Caring in an Online College Course: An Action Research Project for COVID-19 and Beyond; From: Handbook of Research on the Global Empowerment of Educators and Student Learning Through Action Research
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Chapter 10
Dynamic Assessment in an Inclusive Pre-K FLEX Program Within Universal Design for Learning (UDL) Framework
An instructional approach in which teachers consider diverse learners’ needs in designing instruction instead of providing only adjustments or modifications for individual students with special needs.
Published in Chapter: Dynamic Assessment in an Inclusive Pre-K FLEX Program Within Universal Design for Learning (UDL) Framework; From: Handbook of Research on Perspectives in Foreign Language Assessment
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Chapter 6
Student Engagement and Supporting Students With Accommodations
A framework created to assist in improving and optimizing teaching and learning for all students.
Published in Chapter: Student Engagement and Supporting Students With Accommodations; From: Redefining Teacher Education and Teacher Preparation Programs in the Post-COVID-19 Era
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Chapter 10
Designing and Implementing Inclusive STEM Activities for Early Childhood
Designing learning opportunities from the outset so that all learners can access and engage in all learning opportunities and demonstrate learning in multiple ways.
Published in Chapter: Designing and Implementing Inclusive STEM Activities for Early Childhood; From: Handbook of Research on Classroom Diversity and Inclusive Education Practice
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Chapter 71
Access to Technology for Individuals with Disabilities: Recent Trends and Issues
An educational framework based on the principles of Universal Design ( www.cast.org ). UDL guides the development of flexible learning environments that can accommodate individual learning differences.
Published in Chapter: Access to Technology for Individuals with Disabilities: Recent Trends and Issues; From: Encyclopedia of E-Commerce Development, Implementation, and Management
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Chapter 7
Arguing for Proactivity: Talking Points for Owning Accessibility in Online Writing Instruction
Based on research about how humans learn, provides instructors with guidelines that enable them to design curriculum for all learners regardless of their needs. The guidelines are provided in the form of principles, which are based on the idea that meeting the needs of diverse learners requires instructors to provide options for processing information, expressing knowledge, and becoming engaged and motivated to learn. The three principles are 1) Multiple means of representation, the what of learning, 2) Multiple means of action and expression, the how of learning, 3) Multiple means of engagement, the why of learning.
Published in Chapter: Arguing for Proactivity: Talking Points for Owning Accessibility in Online Writing Instruction; From: Handbook of Research on Writing and Composing in the Age of MOOCs
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Chapter 5
Reconceptualizing Universal Design for Learning (UDL) as Learning Technology in Non-Formal Education
A model that addresses recognition, strategic, and affective cognitive networks in order to increase access to instruction by decreasing barriers to learning.
Published in Chapter: Reconceptualizing Universal Design for Learning (UDL) as Learning Technology in Non-Formal Education; From: Handbook of Research on Transformative Digital Content and Learning Technologies
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Chapter 8
Strategies for Planning, Developing, and Implementing a Heuristic for Inclusive Instructional Design for Higher Education Settings
Effort to create learning environments that are grounded in inclusion to promote access to learners of all abilities.
Published in Chapter: Strategies for Planning, Developing, and Implementing a Heuristic for Inclusive Instructional Design for Higher Education Settings; From: Handbook of Research on Innovative Frameworks and Inclusive Models for Online Learning
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Chapter 19
Holistic Approaches to Student Support in Online Learning Environments
An approach for creating instructional materials and settings that are inclusive and accessible to all students, regardless of their backgrounds or abilities.
Published in Chapter: Holistic Approaches to Student Support in Online Learning Environments; From: Dynamic Curriculum Development and Design Strategies for Effective Online Learning in Higher Education
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Chapter 6
The Cumbersome Burden of Translating Policy Into Practice: Engaging Culturally and Linguistically Diverse (CLD) Families in Special Education
An educational framework that guides the design of learning goals, materials, methods, and assessments with the diversity of learners in mind.
Published in Chapter: The Cumbersome Burden of Translating Policy Into Practice: Engaging Culturally and Linguistically Diverse (CLD) Families in Special Education; From: Advocating and Empowering Diverse Families of Students With Disabilities Through Meaningful Engagement
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Chapter 16
Family Events and Connections That Work: Finding Ways to Engage Families in Person and Virtually
A teaching framework that considers all people’s needs by providing various ways for students to learn through engagement, representation, action and expression.
Published in Chapter: Family Events and Connections That Work: Finding Ways to Engage Families in Person and Virtually; From: Meaningful and Active Family Engagement: IEP, Transition and Technology Integration in Special Education
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Chapter 19
Improve the Flipped Classroom with Universal Design for Learning
A set of principles for designing interactions with learners to create multiple means for learner engagement, multiple means of representing information, and multiple means for learners to demonstrate their knowledge and skills. UDL increases access for all learners, not just individuals with learning challenges.
Published in Chapter: Improve the Flipped Classroom with Universal Design for Learning; From: Handbook of Research on Innovative Pedagogies and Technologies for Online Learning in Higher Education
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Chapter 9
Disability, Culture, and Technology: Issues, Challenges, and Applications in the Ghanaian Classroom
An educational framework that guides the development of flexible learning environment for all children with disabilities.
Published in Chapter: Disability, Culture, and Technology: Issues, Challenges, and Applications in the Ghanaian Classroom; From: Next Generation Digital Tools and Applications for Teaching and Learning Enhancement
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Chapter 10
Inclusive Education Initiatives and Future Prospects in Japan: Classroom Initiatives in Elementary and High Schools
UDL is a flexible approach to education customized and tailored to individual needs; it includes using a variety of sensory modalities, audio information, and the provision of text with changeable sizes and contrasts.
Published in Chapter: Inclusive Education Initiatives and Future Prospects in Japan: Classroom Initiatives in Elementary and High Schools; From: Developing Inclusive Environments in Education: Global Practices and Curricula
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Chapter 8
The Teacher Behaviors Project: Capturing Stakeholders' Perceptions to Inform Program Improvement
A framework to improve and optimize teaching and learning for all people based on scientific insights into how humans learn.
Published in Chapter: The Teacher Behaviors Project: Capturing Stakeholders' Perceptions to Inform Program Improvement; From: Handbook of Research on the Educator Continuum and Development of Teachers
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Chapter 16
Improving Diversity and Equality in STEM Education: Universal Design for Learning and the LEVEL Model
A teaching approach that provides opportunities through the use of tools and resources for all students to have equal access to successful understanding in education.
Published in Chapter: Improving Diversity and Equality in STEM Education: Universal Design for Learning and the LEVEL Model; From: Handbook of Research on Active Learning and Student Engagement in Higher Education
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Chapter 3
Expanding the Terrain of Online Higher Education Through Active Blended Learning
An instructional approach that considers the range of skills and abilities of all learners to create an inclusive learning environment.
Published in Chapter: Expanding the Terrain of Online Higher Education Through Active Blended Learning; From: Cases on Active Blended Learning in Higher Education
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Chapter 2
English Language Learners With Disabilities: The Importance of Culturally Responsive Teaching
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Chapter 2
Technology, UDL & Literacy Activities for People with Developmental Delays
Derived from the field of architecture and the practice of making buildings universally accessible to users, UDL is an education practice founded on designing learning materials and environments so that all students are able to learn to the greatest extent of their abilities, regardless of disability.
Published in Chapter: Technology, UDL & Literacy Activities for People with Developmental Delays; From: Handbook of Research on New Media Literacy at the K-12 Level: Issues and Challenges
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Chapter 1
Enhancing Instructor Capacity Through the Redesign of Online Practicum Course Environments Using Universal Design for Learning
UDL is an instructional approach that supports the accommodation of diverse learner needs by addressing three principles for learning. It provides multiple means of: representation, action and expression, and engagement ( Rose & Meyer, 2010 ).
Published in Chapter: Enhancing Instructor Capacity Through the Redesign of Online Practicum Course Environments Using Universal Design for Learning; From: Handbook of Research on Blended Learning Pedagogies and Professional Development in Higher Education
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Chapter 6
A Model Unit Plan: Teaching Writing to Deaf Neurodiverse Secondary-Aged Students
A research-based framework that provides a guide for teachers to minimize the barriers faced by their students in the physical environment, the curriculum, and the instruction.
Published in Chapter: A Model Unit Plan: Teaching Writing to Deaf Neurodiverse Secondary-Aged Students; From: Strategies for Promoting Independence and Literacy for Deaf Learners With Disabilities
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Chapter 21
Web Accessibility Essentials for Online Course Developers
Universal design is an approach to designing course instruction, materials, and content to benefit people of all learning styles without adaptation or retrofitting. Universal design provides equal access to learning, not simply equal access to information, Universal design allows the student to control the method of accessing information while the teacher monitors the learning process and initiates any beneficial methods (Ohio State University, 2004).
Published in Chapter: Web Accessibility Essentials for Online Course Developers; From: Handbook of Research on Human Performance and Instructional Technology
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Chapter 5
Creating Expert Learners in Remote Classrooms: Strategies to Support Executive Functioning Skills
A framework for ensuring that all students can access the school curriculum in a meaningful way that provides choice, removes barriers, and develops lifelong, independent, and expert learners.
Published in Chapter: Creating Expert Learners in Remote Classrooms: Strategies to Support Executive Functioning Skills; From: Engaging Students With Disabilities in Remote Learning Environments
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Chapter 13
Assistive Technology Utilization: Trends, Challenges, and Implications for Special Education Teachers
An educational framework based on the principles of Universal Design ( www.cast.org AU132: The URL www.cast.org has been redirected to https://www.cast.org/. Please verify the URL. ). UDL guides the development of flexible learning environments that can accommodate individual learning differences.
Published in Chapter: Assistive Technology Utilization: Trends, Challenges, and Implications for Special Education Teachers; From: New Considerations and Best Practices for Training Special Education Teachers
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Chapter 1
Designing STEAM Learning Environments
A scientifically based framework focused on supporting the variability of every learner through proactive and iterative design that integrates multiple means of engagement, representation of information, and action and expression of understanding.
Published in Chapter: Designing STEAM Learning Environments; From: Challenges and Opportunities for Transforming From STEM to STEAM Education
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Chapter 2
Using Artificial Intelligence Ethically and Responsibly: Best Practices in Higher Education
An approach to teaching that affirms the need for equality for all students when accessing educational materials, and includes accommodations for learning style, culture, and disabilities.
Published in Chapter: Using Artificial Intelligence Ethically and Responsibly: Best Practices in Higher Education; From: Creative AI Tools and Ethical Implications in Teaching and Learning
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Chapter 5
Universal Design Principles and Technology-Supported Learning in the Digital Era: Assistive Technologies in Inclusive Learning
UDL is a framework for designing curricula that enable all individuals to access knowledge equally.
Published in Chapter: Universal Design Principles and Technology-Supported Learning in the Digital Era: Assistive Technologies in Inclusive Learning; From: Ubiquitous Inclusive Learning in a Digital Era
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Chapter 10
Applying Universal Design for Learning to Create a Transformational and Accessible Learning Framework for a Technology-Driven International University
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Chapter 11
Removing the Disability from Distance Education
Based off of Universal Design, UDL holds that instruction should be designed so that all learners have an opportunity to interact with the curriculum and demonstrate learning without the need for individual accommodations or modifications. The three principles of UDL are: multiple means of representation, multiple means of expression, and multiple means of engagement.
Published in Chapter: Removing the Disability from Distance Education; From: Handbook of Research on Emerging Priorities and Trends in Distance Education: Communication, Pedagogy, and Technology
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Chapter 18
Pluriculturalism and Plurilingualism in English for Academic Purposes: Challenges and Opportunities
An approach to curriculum design in which students’ learning preferences and needs are recognized and planned for, thereby removing barriers to learning.
Published in Chapter: Pluriculturalism and Plurilingualism in English for Academic Purposes: Challenges and Opportunities; From: Handbook of Research on Teaching in Multicultural and Multilingual Contexts
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Chapter 8
The Public Relations of Inclusion: Teacher Preparation, UDL, and Reframing for Autism Inclusion
Flexible designs for learning and teaching which naturally accommodate many different kinds of learners and unique abilities ( Rose, 2001 ).
Published in Chapter: The Public Relations of Inclusion: Teacher Preparation, UDL, and Reframing for Autism Inclusion; From: Rethinking Perception and Centering the Voices of Unique Individuals: Reframing Autism Inclusion in Praxis
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Chapter 110
Using Assistive Technology to Ensure Access to E-Learning for Individuals with Disabilities
An educational framework based on the principles of Universal Design (www.cast.org). UDL guides the development of flexible learning environments that can accommodate individual learning differences.
Published in Chapter: Using Assistive Technology to Ensure Access to E-Learning for Individuals with Disabilities; From: Encyclopedia of E-Business Development and Management in the Global Economy
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Chapter 15
Online Instructional Practices for Racially Diverse Student Populations in United States Higher Education Institutions: Challenges and Best Practices
A framework to improve and optimize teaching and learning for all people based on scientific insights into how humans learn.
Published in Chapter: Online Instructional Practices for Racially Diverse Student Populations in United States Higher Education Institutions: Challenges and Best Practices; From: Handbook of Research on Cross-Cultural Online Learning in Higher Education
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Chapter 4
Training in UDL for Teacher Educators in Developing Countries
Universal Design for Learning is a framework that helps teachers to provide information, opportunities for engagement, and opportunities for demonstrating learning to the learners that matches their learning styles and abilities.
Published in Chapter: Training in UDL for Teacher Educators in Developing Countries; From: Developing Inclusive Environments in Education: Global Practices and Curricula
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Chapter 2
Specially Designed Assessment of Writing to Individualize Instruction for Students
Principles of engagement, representation, and action are reflected in the design of the TBGO in order to optimize learning for all students and for personalized learning. Features in the TBGO couched in the principles of UDL include text to speech, color coding, drop down menus, text hints, instructional video models, and how-to-video models.
Published in Chapter: Specially Designed Assessment of Writing to Individualize Instruction for Students; From: Assessing Disciplinary Writing in Both Research and Practice
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Chapter 1
Humanizing the Online Classroom: Lessons From the Pandemic Crisis
A pedagogical approach that seeks to accommodate the needs and abilities of all learners, especially through the elimination of unnecessary hurdles in the learning process.
Published in Chapter: Humanizing the Online Classroom: Lessons From the Pandemic Crisis; From: Handbook of Research on Revisioning and Reconstructing Higher Education After Global Crises
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Chapter 1
Universal Design for Learning (UDL) Guidelines for Mobile Devices and Technology Integration in Teacher Education
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Chapter 4
The Role of Course Management Systems (CMS) in Addressing Universal Design for Learning (UDL) in College Classrooms
A model that addresses recognition, strategic, and affective cognitive networks in order to increase access to instruction for all students by decreasing barriers to learning.
Published in Chapter: The Role of Course Management Systems (CMS) in Addressing Universal Design for Learning (UDL) in College Classrooms; From: Handbook of Research on Blended Learning Pedagogies and Professional Development in Higher Education
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Chapter 1
Universal Design for Learning: A Promising Framework for Educators
An instructional design framework aimed at creating expert learners by reducing barriers to learning through the provision of multiple means of engagement, representation, and action & expression.
Published in Chapter: Universal Design for Learning: A Promising Framework for Educators; From: Strategies for Promoting Independence and Literacy for Deaf Learners With Disabilities
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Chapter 18
Instructional Design for Simulations in Special Education Virtual Learning Spaces
Approach and principles designed to enhance the learning of all individuals.
Published in Chapter: Instructional Design for Simulations in Special Education Virtual Learning Spaces; From: Handbook of Research on Instructional Systems and Educational Technology
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Chapter 23
Equity Pedagogies for Inclusive Online Classrooms in Higher Education
It is a framework that guides teaching and learning and classroom environments considering students’ learning differences. Examples include using different formats to create an assignment, such as podcast, video, or text, to achieve the same goals.
Published in Chapter: Equity Pedagogies for Inclusive Online Classrooms in Higher Education; From: Handbook of Research on Future of Work and Education: Implications for Curriculum Delivery and Work Design
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Chapter 1
Creating an International Collaboratory for Leadership in Universally Designed Education: INCLUDE as a Global Community of Practice
A framework of principles and guidelines that addresses varied learning needs and differences by increasing flexibility and choice, thereby reducing access and participation barriers through variable curriculum design.
Published in Chapter: Creating an International Collaboratory for Leadership in Universally Designed Education: INCLUDE as a Global Community of Practice; From: Building Inclusive Education in K-12 Classrooms and Higher Education: Theories and Principles
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Chapter 11
Eliminating Barriers for Non-Traditional Minority Adult Learners (NMALs) in Online Spaces
Is a proactive design of instruction that provides supports and varied resources in course instruction for all learners to have an equitable experience.
Published in Chapter: Eliminating Barriers for Non-Traditional Minority Adult Learners (NMALs) in Online Spaces; From: Motivation and Momentum in Adult Online Education
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Chapter 8
Changing Gears in the Assessment Cycle: Preparing for Gradual yet Substantial Shifts
The approach to foster educational access and equity by providing multiple means of engagement, representation, and action/expression.
Published in Chapter: Changing Gears in the Assessment Cycle: Preparing for Gradual yet Substantial Shifts; From: Handbook of Research on Policies and Practices for Assessing Inclusive Teaching and Learning
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Chapter 9
Practices in Inclusive Settings at K-12 Classrooms and Higher Education in USA
Learning that is accessible to all learners. It includes multiple means of representation, multiple means of engagement, and multiple.
Published in Chapter: Practices in Inclusive Settings at K-12 Classrooms and Higher Education in USA; From: Developing Inclusive Environments in Education: Global Practices and Curricula
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Chapter 1
Personalized Learning
Scientifically based approach that uses the flexibility of technology to design educational experiences more responsive to learners’ differences. Universal design for learning strategies help remove barriers that may interfere with regular education or special education learning. The three core principles of UDL are (1) provide multiple means of engagement, (2) provide multiple means of representation, and (3) provide multiple means of action and expression.
Published in Chapter: Personalized Learning; From: Evaluation of Principles and Best Practices in Personalized Learning
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Chapter 79
Theory and Application: Construction of Multimodal eLearning
“A research-based framework for designing curricula—that is, educational goals, methods, materials, and assessments—that enable all individuals to gain knowledge, skills, and enthusiasm for learning. This is accomplished by simultaneously providing rich supports for learning and reducing barriers to the curriculum, while maintaining high achievement standards for all students” (CAST, 2013, p. 1).
Published in Chapter: Theory and Application: Construction of Multimodal eLearning; From: Handbook of Research on Education and Technology in a Changing Society
Full Text Chapter Download: US $37.50 Add to Cart
Chapter 2
Understanding Inclusive Practices for Students With Autism Spectrum Disorder Through the Individualized Education Plan Process
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Chapter 4
High Fidelity Co-Teaching Through Collaboration, Varied Co-Teaching Models, and Differentiated Teaching Strategies
A framework for planning instruction that strategically considers students that may have difficulty with the learning process.
Published in Chapter: High Fidelity Co-Teaching Through Collaboration, Varied Co-Teaching Models, and Differentiated Teaching Strategies; From: Collaborative Approaches to Recruiting, Preparing, and Retaining Teachers for the Field
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Chapter 8
Transforming Digital Literacy with Culturally Diverse, Personalized Learning
A process of making course concepts accessible and skills attainable regardless of learning style, physical or sensory abilities. The three Key Principles of UDL in course design address multiple methods of: Representation, Engagement, and Expression . In other words, we believe the UDL principles encourage instructors to provide multiple pathways for students to review content, stay engaged, and show what they know.
Published in Chapter: Transforming Digital Literacy with Culturally Diverse, Personalized Learning; From: Handbook of Research on Media Literacy in the Digital Age
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Chapter 14
The Year of Teaching Inclusively: Building an Elementary Classroom for All Students
UDL is a framework that seeks to proactively plan for learning opportunities that take into account the diverse needs of students in the classroom.
Published in Chapter: The Year of Teaching Inclusively: Building an Elementary Classroom for All Students; From: Handbook of Research on Classroom Diversity and Inclusive Education Practice
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Chapter 5
Universal Design for Learning as Support for the Inclusion of Deaf Student Teachers in Training
UDL is an approach to teaching, learning and assessment that acknowledges student diversity and is flexible in reaching teaching and learning outcomes.
Published in Chapter: Universal Design for Learning as Support for the Inclusion of Deaf Student Teachers in Training; From: Building Inclusive Education in K-12 Classrooms and Higher Education: Theories and Principles
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Chapter 12
Special Education Policy in the United States and Ireland: Comparisons and Analysis Through the Lens of Universal Design for Learning
A pedagogical approach to inclusive education informed by research in the neurosciences. UDL offers multiple means of educational access, participation, and engagement by reducing barriers in the learning environment.
Published in Chapter: Special Education Policy in the United States and Ireland: Comparisons and Analysis Through the Lens of Universal Design for Learning; From: Building Inclusive Education in K-12 Classrooms and Higher Education: Theories and Principles
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Chapter 12
Using Bronfenbrenner's Ecological Framework to Design Support Systems for Education and Special Education: Learning About Thought Systems
A framework to improve and optimize teaching and learning for all people based on scientific insights into how humans learn. an educational framework based on research in the learning sciences, including cognitive neuroscience, that guides the development of flexible learning environments that can accommodate individual learning differences. Recognizing that the way individuals learn can be unique, the UDL framework, first defined by David H. Rose of the Harvard Graduate School of Education and the Center for Applied Special Technology(CAST) in the 1990s, calls for creating curriculum from the outset that provides: (a) Multiple means of representation to give learners various ways of acquiring information and knowledge; (b) Multiple means of expression to provide learners alternatives for demonstrating what they know; and (c) Multiple means of engagement to tap into learners' interests, challenge them appropriately, and motivate them to learn.
Published in Chapter: Using Bronfenbrenner's Ecological Framework to Design Support Systems for Education and Special Education: Learning About Thought Systems; From: Handbook of Research on Applied Learning Theory and Design in Modern Education
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Chapter 4
Collaborative Learning Environments for Autistic Children in the Inclusive School
Is a curricular design approach that highlights ways in which educators can set learning goals and curriculum plan, assessment, teaching strategies and resources to meet individual learning needs of all diversity of children from scholar group, design learning environments and programs that are accessible to them. UDL is fundamentally about educators valuing diversity from the outset and planning to meet students’ diverse learning and social needs (Crrington et al., 2020).
Published in Chapter: Collaborative Learning Environments for Autistic Children in the Inclusive School; From: Interventions for Improving Adaptive Behaviors in Children With Autism Spectrum Disorders
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Chapter 1
COVID-19: An Opportunity for Transformation and Global Growth
A learning environment principle that seeks to optimize teaching and course content in a way that works for all learners.
Published in Chapter: COVID-19: An Opportunity for Transformation and Global Growth; From: Education Reform in the Aftermath of the COVID-19 Pandemic
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