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• Policy Brief

  Access to the General Curriculum for Students with Disabilities: A Discussion of the Interrelationship between IDEA ’97 and NCLB

  J. Karger, 2004

  Through the interrelationship between the statutes, this paper addresses the legal provisions in IDEA ’97 and NCLB associated with access to the general curriculum for students with disabilities and how these provisions translate into …

• Article

  The Promise of Accessible Textbooks: Increased Achievement for All Students

  S. Stahl, 2004

  The federal No Child Left Behind Act (NCLB) of 2001 and the Individuals with Disabilities Education Act (IDEA) of 1997 mandate increased expectations and accountability for a diverse range of students to access, participate, and progress …

• Article

  Graphic Organizers and Implications for Universal Design for Learning

  N. Strangman, et al., 2003

  Graphic organizers are introduced and defined as graphic or visual displays that depict the relationships between facts, terms, and/or ideas within a learning task. Various examples of graphic organizers are covered, including applications …

• Article

  Insights From the Development of a Digital Writing Tool That Supports Students With Learning Disabilities

  

  Vue, Hall, et al., 2015

  This descriptive study examined focus group data gathered to address two questions: First, do data from focus groups affirm and expand our understanding of writing and writing development among middle school students? And second, do data from focus groups provide information helpful to the use of digital technology for enhancing writing instruction, production, and engagement?

• Article

  The Role of Motivation in Remedial Reading Curriculum

  C.P. Proctor, et al., 2014

  The study examined self-reported levels of motivation in predicting reading comprehension among 76 linguistically diverse middle school-aged students with disabilities in an urban Northeastern school district in the United States. ...

• Article

  Reading in the Post-Gutenberg World: Solving Print Disabilities

  D. Rose, et al., 2014

  In this article, the authors explore a changing educational and technological landscape that will radically change for the better how learners with "print disabilities"—people with dyslexia, for example—will learn in the near future. ...

• Video

  Defining Accessible Educational Materials

  

  National AEM Center at CAST, 2023

  Build an understanding of how accessibility applies to educational materials, including what makes a material accessible across the widest range of learner variability.

• PreK–12: Live Virtual Class

  Application: Utilize Universal Design for Learning

  

  Tuesday, August 15 – Wednesday, August 16, 2023

  Designed for educators who have a handle on the UDL core concepts and are ready for the next step in their learning. Prerequisite: Introduction Explore Universal Design for Learning or Engagement, Motivation & Emotion in the UDL Classroom

• CAST Partners with New Hampshire Prisons to Apply UDL to “Choose Love” Curriculum

  

  Using the Universal Design for Learning framework, the CAST team redesigned the Choose Love activities, discussions, and assessments to account for variability of the learning environments and learners within the New Hampshire Department of Corrections.

• SNUDLE: Student Efficacy Trial

  

  Building on the positive outcomes from the prior SNUDLE efficacy trial, our UDL science notebook was used by students across the United States.