scholarly journals Evaluating financial literacy curriculum for young adults with special needs: A review of content, universal design for learning, and culturally responsive curriculum principles

2018 ◽  
Vol 17 (2) ◽  
pp. 118-135 ◽  
Author(s):  
Mary Beth Henning ◽  
Sarah Johnston-Rodriguez
Keyword(s):  
Young Adults ◽  
Special Needs ◽  
Financial Literacy ◽  
Culturally Responsive ◽  
Universal Design ◽  
Universal Design For Learning ◽  
Literacy Curriculum ◽  
Culturally Responsive Curriculum ◽  
Design For Learning ◽  
High Incidence Disabilities

Acquiring financial literacy presents many unique challenges for young adults with disabilities. Although financial literacy can and should be taught throughout the lifespan, this review examines the curriculum accessible to students with high incidence disabilities who are 14–21 years old, when they are planning for transition from secondary school to the workforce/higher education. This review examines five examples of promising financial literacy curriculum: Financial Fitness for Life, Practical Money Skills, Finance in the Classroom, Money Talks 4 Teens, and Money Smart for Young Adults. The curricula are compared for their application of universal design and culturally responsive curriculum principles. Completed rubrics will be presented to evaluate those curricula based on standards-based financial literacy concepts particularly relevant to youth with special needs, principles of universal design, and culturally responsive curriculum.

Universal Design for Learning

2020 ◽  
pp. 137-158
Author(s):  
James Cressey
Keyword(s):  
Teacher Education ◽  
Culturally Responsive ◽  
Teacher Educators ◽  
Universal Design ◽  
Universal Design For Learning ◽  
Instructional Planning ◽  
Elementary Teacher Education ◽  
Culturally Responsive Practices ◽  
Design For Learning ◽  
Structural Inequities

Universal Design for Learning (UDL) is a framework for curriculum and instructional planning through which educators can maximize accessibility and minimize barriers that are often experienced by learners. Culturally responsive practices strengthen and complement UDL by framing accessibility as an equity goal and prompting educators to examine ableism, racism, and other structural inequities. Teacher educators are in a unique position to introduce UDL to future elementary teachers and support them in developing inclusive pedagogical methods early on in their careers. Education technology tools are used within UDL to make curriculum materials more accessible and engaging. In this chapter, the UDL framework will be described along with culturally responsive applications within elementary teacher education.

Intentionality in Blended Learning Design

2020 ◽  
pp. 204-231
Author(s):  
Natalie Nussli ◽  
Kevin Oh
Keyword(s):  
Higher Education ◽  
Blended Learning ◽  
Culturally Responsive Teaching ◽  
Culturally Responsive ◽  
Universal Design ◽  
Universal Design For Learning ◽  
Mediated Learning ◽  
Responsive Teaching ◽  
Face To Face ◽  
Design For Learning

The purpose of this theoretical chapter is to develop a tool that helps educators develop digitally mediated learning (DML) episodes by systematically applying the principles of four paradigms, namely meaningful learning, ubiquitous learning (u-learning), universal design for learning (UDL), and culturally responsive teaching (CRT). The goal is to harness the affordances of each paradigm and combine them into an approach that systematically enhances and enriches DML. This chapter will be relevant for teachers in higher education wishing to complement their face-to-face teaching with carefully designed digitally mediated content capitalizing collaboration, interaction, personal relevance, and projects that can provide creativity-enhancing learning.

Connecting Universal Design for Learning With Culturally Responsive Teaching

2018 ◽  
Vol 51 (9) ◽  
pp. 1202-1216 ◽  
Author(s):  
Laura Kieran ◽  
Christine Anderson
Keyword(s):  
Students Of Color ◽  
School Environment ◽  
Culturally Responsive ◽  
Universal Design ◽  
Culturally Responsive Pedagogy ◽  
Universal Design For Learning ◽  
Responsive Teaching ◽  
Design For Learning ◽  
Learner Differences ◽  
Typical School

Urban students are increasingly diverse in race, culture, language, and background knowledge. Educators must consider how students’ differences affect learning and align pedagogies that address this diversity. Universal design for learning (UDL) has provided educators with a framework for differentiation to address learner differences. Using UDL principles without explicitly considering how cultural differences and perspectives affect learning may increase the disparity in student achievement for students of color. Likewise, the same applies to the effect of socioeconomic status or language development on students’ preparation for learning in a “typical” school environment. Culturally responsive pedagogies prompt educators to design instruction from the perspective of students’ diversity as strengths rather than deficits. Frequently overlooked aspects of culturally responsive pedagogy are compared with the facets of the UDL framework to provide teachers with additional considerations when planning for effective instruction.

Culturally Responsive Pedagogy, Universal Design for Learning, Ubiquitous Learning, and Seamless Learning

2021 ◽  
pp. 163-188
Author(s):  
Natalie Nussli ◽  
Kevin Oh
Keyword(s):  
Culturally Responsive ◽  
Universal Design ◽  
Culturally Responsive Pedagogy ◽  
Universal Design For Learning ◽  
Integrated Approach ◽  
Ubiquitous Learning ◽  
Seamless Learning ◽  
Design For Learning ◽  
One Stop ◽  
Responsive Pedagogy

The purpose of this chapter is to develop a one-stop checklist that assists educators in providing online teaching grounded in the principles of culturally responsive pedagogy (CRP), Universal Design for Learning (UDL), ubiquitous learning (u-learning), and seamless learning. The authors explore how these paradigms inform the intentional design of learner-centered approaches in online learning environments and what an integrated approach could look like. This chapter will be relevant for faculty in higher education aiming to offer online curricula that emphasize active, collaborative, constructive, authentic, and goal-directed learning.

Sign in / Sign up

Export Citation Format

Share Document