Saturday, June 24, 2017
CAST is pleased to welcome Wendy Scott Keeney as Chief Development Officer (CDO). In this role, Wendy will oversee all efforts large and small across the organization to build a pipeline of diverse funding opportunities for CAST and a robust portfolio.
Wednesday, November 2, 2016
CAST's Board of Directors today announced the appointment of Linda Gerstle as the organization's Chief Executive Officer.
CAST, the University of Kansas’s Center for Research on Learning, and the National Association of State Directors of Special Education have partnered on a five-year initiative to research how online learning can be made more accessible, engaging, and effective for K-12 learners with disabilities.
Saturday, March 7, 2015
CAST Co-Founder David Rose will give one of two keynotes at the annual Association for Higher Education Access and Disability (AHEAD) conference in Dublin, Ireland on March 18-19, 2015. The conference theme is Universal Design for Learning: A License to Learn.
Wednesday, July 20, 2016
Monday, March 9, 2015
Guilford Press announced that Universal Design for Learning in the Classroom: Practical Applications will be published in China in 2016.
This EdTech Design Challenge and Incubator project gives high school youth the opportunity to immerse themselves in design thinking, cutting-edge technology and the innovation economy, allowing them to discover new talents and interests beyond the narrow confines and literacies valued in school.
CEE-STEM will provide young people who have often struggled in traditional schools with a personalized, universally designed way to build foundational knowledge, demonstrate their learning, explore and engage in potential STEM career pathways of interest.
Your donation to nonprofit CAST supports our work with teachers and students, colleges and universities, states and districts—making you a partner with CAST until learning has no limits!
Science Notebook in a Universal Design for Learning Environment (SNUDLE) is a digital solution to support the active science learning of elementary school students, including those who have difficulty reading and writing or are otherwise unmotivated for science learning. UDL is leveraged as the design framework so that construct-irrelevant barriers to science learning are actively lowered through the provision of support, and just-in-time scaffolding is provided to support the process of active science learning and, specifically, the effective use of science notebooks. This current Goal 3 project is a replication study that builds on the positive outcomes from a prior efficacy trial.