NotesFAQContact Us
Collection
Advanced
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1001814
Record Type: Journal
Publication Date: 2012-Oct
Pages: 6
Abstractor: ERIC
Reference Count: 0
ISBN: N/A
ISSN: ISSN-1073-5836
UDL for Geometric Length Measurement
Selmer, Sarah J.; Floyd, Kimberly
Teaching Children Mathematics, v19 n3 p146-151 Oct 2012
Kolby is a four-year-old, identified on the autism spectrum as having sensitivity issues, attention challenges, and limited verbal language abilities. Next to Kolby sits Melanie, a reserved four-year-old with visual, fine-motor, and gross-motor challenges. Amy rounds out the group as one of the peer models in the inclusive classroom setting. Mrs. Johnson, their preschool teacher, sits at a table during station time with these three students of differing abilities. Using the framework of Universal Design for Learning (UDL), she differentiates her instruction with intentional planning, focusing on geometric length measurement sense. UDL provides teachers with a framework to proactively design instruction in ways that decrease the barriers often limiting student access to material and learning in classrooms, thereby creating universal--rather than learner-specific--differentiation. The use of the UDL framework does not modify curriculum for individual students; instead it attempts to create equal access to similar academic rigor for all students.
National Council of Teachers of Mathematics. 1906 Association Drive, Reston, VA 20191-1502. Tel: 800-235-7566; Tel: 703-620-3702; Fax: 703-476-2970; e-mail: orders@nctm.org; Web site: http://www.nctm.org/publications/
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Early Childhood Education; Preschool Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A