"Universal Design for Learning in Pre-K to High School Classrooms: Effects and Methodological Quality Focusing on Child’s Academic and Social Outcomes"

2018 ◽  
Vol 57 (2) ◽  
pp. 19-40
Author(s):  
Min-Wook Ok ◽  
Na-Ri Choi
Keyword(s):  
High School ◽  
Methodological Quality ◽  
Universal Design ◽  
Universal Design For Learning ◽  
Social Outcomes ◽  
High School Classrooms ◽  
Design For Learning

Universal Design for Learning and Assistive Technology

2014 ◽  
pp. 11-26 ◽  
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.

Universal Design for Learning and Assistive Technology

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.

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