Education Review // Reseñas Educativas · 2006 · 148 citations · 0 references
EducationEducational AssessmentTeachingInstructional DesignPedagogyUniversal DesignDisability InclusionInclusive Classroom EnvironmentsInclusive Classroom PracticesSpecial Educational NeedsTeacher Professional DevelopmentUniversal Design For LearningDisability-inclusive TeachingInclusive Educational DesignInclusive Learning EnvironmentsIndividual Learner DifferencesInstructional AccessibilityLearner Individual DifferencesUniversal Access In EducationUniversal Design For Instruction
Universal Design for Learning (UDL) seeks to make educational curricula accessible to all students, especially those with disabilities, by promoting flexible teaching approaches rather than a single optimal solution. This reader compiles practical classroom articles by Meyer and Rose, offering insights on learner differences, new media, effective teaching and assessment practices, and lessons from professional development workshops, research, and practitioners. The volume is a highly readable introduction to UDL for teachers, administrators, and anyone committed to improving access to educational materials for all students.
Universal Design for Learning (UDL) stands at the forefront of contemporary efforts to create access to educational curricula for all students, including those with disabilities. The universal in UDL does not mean there is a single optimal solution for everyone. Instead, it underscores the need for flexible approaches to teaching and learning that meet the needs of different kinds of learners. In this first UDL Reader, Anne Meyer and David H. Rose, cofounders of CAST, the educational nonprofit that developed the UDL framework, bring together a collection of articles on the practical, classroom dimensions of the UDL revolution in education. The authors offer insights on learner differences, the capacities of new media in the classroom, and effective teaching and assessment practices. The volume also includes lessons from teacher professional development workshops, classroom-based research, and UDL practitioners themselves. A highly readable volume aimed particularly at school teachers and administrators, this book is also an uncommonly accessible introduction to UDL for all readers committed to creating improved and access to educational materials for all students.