Universal Design for Learning: Preparing Secondary Education Teachers in Training to Increase Academic Accessibility of High School English Learners

English learners (ELs) are the fastest growing segment of K–12 students. When ELs do not respond to instruction as quickly as their English-speaking peers, teachers may focus on their deficits and wrongly label them as having a learning disability. In this article on the universal design for learning engagement guidelines, we summarize how we have anticipated learning barriers and increased engagement with academic content for ELs in our practice. By teaching strategies for self-regulation and individual coping skills, providing guided practice and support to sustain effort, and giving students various ways to achieve the same goal in a safe learning environment, teachers of ELs and collaborative staff can engage students in their classrooms and schools. We explore universal design for learning for ELs through an assets-based approach and suggest strategies for elementary and secondary teachers to modify for ELs through illustrative case vignettes based on our classroom practice.

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Universal Design for Learning and Assistive Technology

Assistive Technology Research, Practice, and Theory - Advances in Medical Technologies and Clinical Practice ◽

10.4018/978-1-4666-5015-2.ch002 ◽

2014 ◽

pp. 11-26 ◽

Cited By ~ 3

Author(s):

Brian R. Bryant ◽

Kavita Rao ◽

Min Wook Ok

Keyword(s):

High School ◽

Learning Disabilities ◽

Assistive Technology ◽

Universal Design ◽

Universal Design For Learning ◽

Specific Learning Disabilities ◽

Physical Environments ◽

Design For Learning ◽

And Mathematics ◽

Specific Learning

Universal Design for Learning (UDL) has become a popular and effective way to help all students access what is taught in the classroom. Modeled after universal design, which enabled people with disabilities to access multiple physical environments, UDL provides access to the curriculum via three guiding principles: (a) multiple means of representation, (b) multiple means of expression, and (c) multiple means of engagement. This chapter looks at UDL and Assistive Technology (AT) for students who have specific Learning Disabilities (LD). Further, the authors examine AT research that has been conducted with students who have LD in reading, writing, and mathematics, and they provide case studies wherein UDL and AT are used to enhance accessibility in U.S. schools, specifically Grades 1 and 6 as well as high school.

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Universal Design for Learning and Assistive Technology

Human-Computer Interaction ◽

10.4018/978-1-4666-8789-9.ch025 ◽

2015 ◽

pp. 567-582

Author(s):

Brian R. Bryant ◽

Kavita Rao ◽

Min Wook Ok

Keyword(s):

High School ◽

Learning Disabilities ◽

Assistive Technology ◽

Universal Design ◽

Universal Design For Learning ◽

Specific Learning Disabilities ◽

Physical Environments ◽

Design For Learning ◽

And Mathematics ◽

Specific Learning

Universal Design for Learning (UDL) has become a popular and effective way to help all students access what is taught in the classroom. Modeled after universal design, which enabled people with disabilities to access multiple physical environments, UDL provides access to the curriculum via three guiding principles: (a) multiple means of representation, (b) multiple means of expression, and (c) multiple means of engagement. This chapter looks at UDL and Assistive Technology (AT) for students who have specific Learning Disabilities (LD). Further, the authors examine AT research that has been conducted with students who have LD in reading, writing, and mathematics, and they provide case studies wherein UDL and AT are used to enhance accessibility in U.S. schools, specifically Grades 1 and 6 as well as high school.

Download Full-text