Showing results 261-270 of 359 for cast

D. Rose & G. Vue, 2010

The future is imagined by “pre-creating” the Presidential Address at the IDA Annual Conference in 2020. It begins by reviewing policy changes from 2004, including the National Instruction Materials Accessibility Standard (NIMAS), which led …

David Gordon, et al. (Eds.), 2009

This policy reader comprises a notably wide range of articles that address the challenges and opportunities facing policy makers as they consider UDL’s implications for federal, state, and local policy. A Policy Reader in Universal Design ...

Rose & Gravel, 2009

Sadly for education, the commonly-available GPS exemplifies the principles and guidelines of Universal Design for Learning better than most educational curricula. This article draws playful and important parallels as it explores the features of the GPS through the lens of the UDL guidelines.

Meo, 2008

Traditionally curricula have been planned for an imaginary “average”. This has resulted in inflexible curricula that have not met the needs of most students. In this paper, Meo discusses how to integrate Universal Design for Learning (UDL) into the curriculum planning process to include all students from the start. She uses a high school level reading comprehension program as an example.

Dalton & Proctor, 2007

As reading content in a digital format becomes more important, a question emerges: how can digital reading environments be created to support all students? Here Dalton and Proctor discuss the variety of supports that could be included in designing a “Universal Literacy Environment” for students “in the margins”. In particular, they focus on how to help build learners’ comprehension.

Proctor, Dalton & Grisham, 2007

Today teachers are charged with including all students in literacy instruction, even those who have previously struggled in traditional school environments. One group that has struggled in the past is English Language Learners (ELLs). Here Proctor, Dalton, and Grisham discuss a 4-week study that used supported digital text to assist ELLs with reading comprehension. They found that embedding features did help promote learners’ use of comprehension strategies.

Rose, et al. (Eds), 2006

Editors David Rose and Anne Meyer bring together a collection of articles on the practical, classroom dimensions of the UDL revolution in education. Universal Design for Learning (UDL) stands at the forefront of contemporary efforts ...

Rose & Dalton, 2006

The nature of literacy is fundamentally changing. Recent advances in digital media and in the field of neuroscience have shown us that oral literacy (listening and speaking) is, once again, becoming more and more important. Here Rose and Dalton argue that traditional definitions of literacy are too narrow, and must be expanded to include listening. It concludes with recommendations on how to include listening in the classroom.

Rose, et al., 2006

Universal Design for Learning (UDL) has traditionally been thought of as a K-12 initiative. However, it can also be implemented at the postsecondary level. In this paper the teaching staff of T-560: Meeting the Challenge of Individual Differences, a course at the Harvard Graduate School of Education, discuss their experiences implementing UDL in their course. It also includes specific examples from their class.

T. Hall, et al., 2004

There is no single definition of curriculum modification and definitions vary across disciplines. In this review, curriculum modification is defined as modified content, instruction, and/or learning outcomes to meet diverse students needs. …