ERIC Number: ED495873
Record Type: Non-Journal
Publication Date: 2005-Apr
Reference Count: 5
Universal Design for Learning and the Transition to a More Challenging Academic Curriculum: Making It in Middle School and Beyond. Parent Brief
Casper, Beth; Leuchovius, Deborah
National Center on Secondary Education and Transition (NCSET), University of Minnesota
This brief describes a new approach to teaching and learning that can help middle and secondary teachers more effectively accommodate different learning styles, including those of students with disabilities. This approach, referred to as "universal design," holds potential for easing the transition to middle school and helping all students achieve academic success in their secondary school years. The basic idea behind universal design is that environments, curricula, and products should be designed, right from the start, to meet the needs of all users rather than just an "average" user. The brief describes Universal Design for Learning (UDL), a term used by the Center for Applied Special Technology (CAST) to describe its work on curriculum design and access to curricula. The brief then describes how UDL works for students with disabilities. Examples are listed. Suggestions for what parents can do to help implement UDL approaches in the classrooms are also provided. A list of additional resources on UDL concludes the brief.
Descriptors: Access to Education, Teaching Methods, Curriculum Design, Academic Education, Academic Achievement, Accessibility (for Disabled), Holistic Approach, Middle School Students, Transitional Programs, Program Descriptions
National Center on Secondary Education and Transition. Institute on Community Integration, University of Minnesota, 6 Pattee Hall, 150 Pillsbury Drive SE, Minneapolis, MN 55455. Tel: 612-624-2097; Fax: 612-624-9344; e-mail: firstname.lastname@example.org; Web site: http://www.ncset.org
Publication Type: Reports - Descriptive
Education Level: Middle Schools
Sponsor: Special Education Programs (ED/OSERS), Washington, DC.
Authoring Institution: National Center on Secondary Education and Transition, Minneapolis, MN.; PACER Center, Inc., Minneapolis, MN.