Learn how to REALLY improve outcomes for all students
How do we remove learning barriers and provide all students with the opportunity to succeed? Written for both general and special educators from grades Pre-K through 12, What Really Works with Universal Design for Learning is the how-to guide for implementing aspects of Universal Design Learning (UDL) to help every student be successful. UDL is the design and delivery of curriculum and instruction to meet the needs of all learners by providing them with choices for what and why they are learning and how they will share what they have learned. Calling on a wide-range of expert educators, this resource features
- An unprecedented breadth of UDL topics, including multiple content areas, pedagogical issues, and other critical topics like executive function, PBIS, and EBD
- Reproducible research-based, field-tested tools
- Practical strategies that are low cost, time efficient, and easy to implement
- Practices for developing shared leadership and for working with families
Educators want to see each and every student succeed. This teacher-friendly, hands-on resource shows how UDL can be used to build the flexibility required to meet students’ strengths and needs without overwhelming teachers in the process
विषयसूची
Preface
About the Editors
About the Contributors
UDL: An Introduction From Pizza Parlor to the World – Katie Novak
SECTION I. WHAT REALLY WORKS WITH CONTENT AREAS
Chapter 1: UDL and Literacy: Providing Options for Language Success – Ruby L. Owiny, Anne Brawand, Janet Josephson
Chapter 2: UDL and Mathematics: Making Algebra Accessible – Sarah A. Nagro, Jaime True Daley, Cathy R. Gaspard
Chapter 3: UDL and Social Studies: Applying Project-Based Learning – Philip E. Bernhardt
Chapter 4: UDL and Science: Integrating STEM – Barbara Serianni, Carolyn Rethwisch
Chapter 5: UDL and the Performing Arts: Inspiring Creativity – Rebecca M. Ashton, Tamarah M. Ashton
SECTION II. WHAT REALLY WORKS WITH BEHAVIOR
Chapter 6: UDL and Executive Functioning: Unlocking the Capacity for Learning – Jennifer D. Walker, Victoria Russell
Chapter 7: UDL and Positive Behavioral Interventions and Supports: Making Classroom Management Positive – Brittany L. Hott, Kathleen M. Randolph, Amelia Martin
Chapter 8: UDL and Adaptive Behavior: Addressing Conceptual, Social, and Practical Skills – Caitlyn A. Bukaty, Lauren A. Delisio
SECTION III. WHAT REALLY WORKS WITH INSTRUCTION
Chapter 9: UDL and Co-Teaching: Establishing the Perfect Union – Wendy W. Murawski, Leila Ansari Ricci
Chapter 10: UDL and Assistive Technology: Utilizing Technology Beyond Mere Accessibility – Lauren A. Delisio, Caitlyn A. Bukaty
Chapter 11: UDL and Implementation Fidelity: Providing Consistency Within Flexibility – Kimberly M. Johnson, Kyena E. Cornelius
SECTION IV. WHAT REALLY WORKS WITH SPECIAL POPULATIONS
Chapter 12: UDL for Advancement: Unblocking the Traffic Jam – Claire E. Hughes
Chapter 13: UDL and Early Childhood: Giving Young Children Choices Too – Zhen Chai, Ching-I Chen
Chapter 14: UDL and Students With Emotional/Behavioral Disorders: Promoting Self-Managers – Kimberly M. Johnson, Kyena E. Cornelius
SECTION V. WHAT REALLY WORKS BEYOND THE CLASSROOM
Chapter 15: UDL and Administrators: Leading the Charge – Amy Kramer
Chapter 16. UDL and Home School Collaboration: Partnering for Empowerment – Tesha Fritzgerald
Chapter 17: UDL and Policy: Considering Legal Implications – Jacqueline Rodriguez
Chapter 18: UDL and Change: Taking Baby Steps to Success – Wendy W. Murawski, Katie Novak
Index
लेखक के बारे में
Kathy Lynn Scott, Ph D, is the Center Administrative Analyst for the Center for Teaching and Learning at California State University, Northridge. Kathy was trained as an old school darkroom photographer, but she fell in love with all things to do with education. After conducting research on art education and adult education in England and coordinating research on learning disabilities in New Jersey, Kathy jumped from coast to coast, finding a new home with the CTL where she gets to do a little bit of everything related to education. When not acting as the “glue” for the CTL (as Wendy calls her), she’s happiest just relaxing at home, learning to cook new dishes, watching Jeopardy!, and shouting out the (not always correct) answers.
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