Building Bridges Between Education and Health Care in Canada: How the ICF and Universal Design for Learning Frameworks Mutually Support Inclusion of Children With Special Needs in School Settings

Higher education has a national imperative to change the ways it supports its increasingly non-traditional populations who seek completion of college degrees in more flexible online environments. However, online education can present challenges to such students learning remotely and often independently, and who may struggle with accessing, understanding, and processing course content and achieving mastery of outcomes. A unique model based on technology and data-driven decision-making that is undergirded by two teaching and learning frameworks—adaptive learning and universal design for learning—is presented, along with outcomes and best practices. By adopting revolutionary methods of engaging students online and ensuring mastery of course and program learning outcomes, which enhance persistence and degree completion, such a model addresses this national educational imperative.

Download Full-text

A scoping review to explore how universal design for learning is described and implemented by rehabilitation health professionals in school settings

Child Care Health and Development ◽

10.1111/cch.12576 ◽

2018 ◽

Vol 44 (5) ◽

pp. 670-688 ◽

Cited By ~ 3

Author(s):

J. Kennedy ◽

C. Missiuna ◽

N. Pollock ◽

S. Wu ◽

J. Yost ◽

...

Keyword(s):

Scoping Review ◽

Health Professionals ◽

Universal Design ◽

Universal Design For Learning ◽

School Settings ◽

Design For Learning

Download Full-text

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

Citizenship Social and Economics Education ◽

10.1177/2047173418789593 ◽

2018 ◽

Vol 17 (2) ◽

pp. 118-135 ◽

Cited By ~ 3

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.

Download Full-text