Computer Mediated Communication in the Universal Design for Learning Framework for Preparation of Special Education Teachers

2010 ◽  
Vol 25 (2) ◽  
pp. 31-44 ◽  
Author(s):  
James D. Basham ◽  
K. Alisa Lowrey ◽  
Aimee deNoyelles
Keyword(s):  
Special Education ◽  
Special Education Teachers ◽  
Universal Design ◽  
Universal Design For Learning ◽  
Computer Mediated Communication ◽  
Mediated Communication ◽  
Learning Framework ◽  
Computer Mediated ◽  
Design For Learning

Approaching Explicit Instruction Within a Universal Design for Learning Framework

2021 ◽  
pp. 004005992110101
Author(s):  
Lauren L. Foxworth ◽  
Andrew I. Hashey ◽  
Courtney Dexter ◽  
Shelly Rasnitsyn ◽  
Rachel Beck
Keyword(s):  
Special Education ◽  
Instructional Practices ◽  
Universal Design ◽  
Explicit Instruction ◽  
Universal Design For Learning ◽  
Age Groups ◽  
Content Areas ◽  
Learning Framework ◽  
Design For Learning ◽  
Current Article

Explicit Instruction (EI) and Universal Design for Learning (UDL) have been identified as high-leverage instructional practices in special education, effective for bolstering academic outcomes among learners with processing difficulties and enabling all learners to access curriculum. Given the breadth of research supporting the use of EI across content areas and age groups for individuals with learning disabilities and the importance of intentional, universal design and delivery of lessons that maximize access to content for all learners, teachers and researchers must not only understand EI and UDL but be able to jointly leverage both key instructional practices to create effective and accessible lessons. The purpose of the current article is to demonstrate that EI and UDL can be used in tandem to render instruction in special education accessible to the broadest range of learners, and in the most impactful manner possible.

“Every little thing that could possibly be provided helps”: Analysis of online first-year chemistry resources using the Universal Design for Learning framework

2021 ◽  
Author(s):  
Charisse Tongson Reyes ◽  
Gwendolyn Angela Lawrie ◽  
Christopher D. Thompson ◽  
Sara Kyne
Keyword(s):  
Information And Communication Technologies ◽  
Universal Design ◽  
Universal Design For Learning ◽  
Communication Technologies ◽  
First Year ◽  
Pedagogical Strategies ◽  
Learning Framework ◽  
Design For Learning ◽  
Information And Communication

Rapid advancements in information and communication technologies (ICTs) have afforded numerous variations to traditional chemistry curricula where pedagogical strategies that have been employed have assumed "one-size-fits-all". The translation of print-based...

Examining Fatigue for Students Who Are Deaf or Hard of Hearing Through Universal Design for Learning

2022 ◽  
pp. 302-320
Author(s):  
Natalia K. Rohatyn-Martin ◽  
Denyse V. Hayward
Keyword(s):  
Hard Of Hearing ◽  
Universal Design ◽  
Universal Design For Learning ◽  
Inclusive Classrooms ◽  
Flexible Approach ◽  
Multilingual Students ◽  
Learning Framework ◽  
Design For Learning ◽  
School Day ◽  
Linguistic Backgrounds

In current educational contexts, Deaf or hard of hearing (D/HH) students are being educated in inclusive classrooms. However, academic and social outcomes for these bilingual or multilingual students remain highly variable indicating that meeting the needs for students who are D/HH continues to be challenging for many educators. Many D/HH students are reporting high levels of fatigue throughout their school day. To ensure the diverse cultural and linguistic backgrounds of students are being met, a more flexible approach needs to be considered to address barriers described by D/HH students. As such, the authors use the Universal Design for Learning framework to discuss fatigue for students who are D/HH in inclusive contexts, particularly those who are bilingual/multilingual.

Challenging Education's Inflexible Model

2022 ◽  
pp. 65-82
Author(s):  
Emily Art ◽  
Tasia A. Chatman ◽  
Lauren LeBental
Keyword(s):  
Effective Teachers ◽  
Professional Growth ◽  
Universal Design ◽  
Universal Design For Learning ◽  
Social Emotional Development ◽  
Learning Framework ◽  
Design For Learning ◽  
Teachers And Students ◽  
The One ◽  
Exceptional Learners

Structural conditions in schools limit diverse exceptional learners' academic and social-emotional development and inhibit the professional growth of their teachers. Teachers and students are restricted by the current instructional model, which suggests that effective teachers lead all students through a uniform set of instructional experiences in service of objective mastery. This model assumes that diverse exceptional learners' success depends on access to the teacher-designed, one-right-way approach to the learning objective. This inflexible model prevents both the teacher and the student from co-constructing learning experiences that leverage their mutual strengths and support their mutual development. In this chapter, the authors argue that the Universal Design for Learning framework challenges the one-right-way approach, empowering teachers and students to leverage their strengths in the learning process. The authors recommend training teachers to use the Universal Design for Learning framework to design flexible instruction for diverse exceptional learners.

The Use of Tablet Technology to Support Inquiry Science for Students Incarcerated in Juvenile Justice Settings

2018 ◽  
pp. 590-612
Author(s):  
Michael Krezmien ◽  
Wardell Powell ◽  
Christina Bosch ◽  
Tracey Hall ◽  
Martina Nieswandt
Keyword(s):  
Juvenile Justice ◽  
Universal Design ◽  
Universal Design For Learning ◽  
Science Instruction ◽  
Juvenile Corrections ◽  
Inquiry Science ◽  
Educational Setting ◽  
Learning Framework ◽  
Design For Learning

This chapter describes the challenges in implementing science instruction in juvenile corrections settings and present a tablet-based model for meeting the complex challenges. Project RAISE is a Project-based Inquiry Science (PBIS) curriculum designed in the Universal Design for Learning framework. It is developed in a tablet platform, and is designed to meet the unique needs of incarcerated learners. The chapter describes the juvenile justice educational setting, the characteristics of the classrooms, the learners, and the teachers. It provides an overview of one iBook that has been co-designed and tested with incarcerated learners.

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