NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
PDF on ERIC Download full text
ERIC Number: EJ1061020
Record Type: Journal
Publication Date: 2015
Pages: 14
Abstractor: As Provided
Reference Count: 43
ISSN: EISSN-1710-2146
Universal Design for Learning (UDL) and Learners with Severe Support Needs
Hartmann, Elizabeth
International Journal of Whole Schooling, v11 n1 p54-67 2015
This article presents the Universal Design for Learning (UDL) framework as one way to understand how to support learners with severe disabilities and how to support their access to authentic and appropriate curricula that improves their quality of life. Two key ideas from the UDL framework, (a) understanding learner variability and (b) supporting the expert learner, are reviewed and used to address the education of learners with severe disabilities. By using the UDL framework to better understand how to support this population teachers can reform curricula in ways that will create greater and more inclusive options for all students. The article shows how UDL can be used to support reform for this population and how this will improve education for all learners.
Whole Schooling Consortium. Available from: Concordia University College of Alberta. 7128 Ada Boulevard, Edmonton, AB T5B 4E4, Canada. e-mail:; Web site:
Publication Type: Journal Articles; Reports - Descriptive
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A