Showing results 61-70 of 108 for UDL guidelines
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UDL on Campus is a free online resource for postsecondary institutions and educators that offers tutorials and practical resources in UDL theory and practice for the unique needs of adult learners.
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Symposium
Wednesday, August 5 – Friday, August 7, 2020
The Symposium sessions highlight promising work that is taking place in the field and is serving as a forum to co-create a vision for how to more explicitly develop UDL as a framework for designing equitable learning opportunities for all.
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The UDL Guidelines 3.0 Collaborative brings together CAST staff representing different branches of the organization as well as representatives within the larger UDL community.
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Are you ready to bring UDL beyond your classroom? Explore one school's three-year journey from learning UDL basics to UDL collaboration school-wide.
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Monday, January 22, 2024
The much-anticipated 2024 National Education Technology Plan outlines a transformative vision for K-12 teaching and learning enabled by technology.
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The Anne Meyer & David Rose Founders' Fund for Innovation celebrates the CAST founders' 33-year commitment to transforming education with the goal of stimulating original and creative work.
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Thursday, April 4, 2019
Five-year, $3.5 million OSEP-funded effort will bolster assistive and instructional technology design and use.
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Monday, May 13, 2019
Four-year, $1.5-million effort extends earlier work to enhance STEM learning
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Saturday, February 20, 2021
Linda Gerstle, CAST's CEO, will retire on September 30, 2021. The planned transition will be coordinated over the next several months.
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Senior Research Scientist
As a Senior Research Scientist, Jenna W. Gravel works to connect research and practice by supporting educators to apply UDL to the classroom in order to engage all learners in rich, sophisticated learning opportunities. Specifically, Dr. Gravel’s research explores the intersections of UDL and disciplinary thinking in English Language Arts (ELA) and the ways that these intersections can promote diverse learners’ engagements in discipline-specific practices, commitments, and habits of mind. She studies these themes by drawing from approaches that emphasize partnerships between researchers and practitioners in order to examine interventions through iterative cycles of inquiry. She seeks to explore how these research-practice collaborations can serve as meaningful sources of professional learning for educators.