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ERIC Number: EJ1078381
Record Type: Journal
Publication Date: 2015
Pages: 12
Abstractor: As Provided
Reference Count: 24
ISBN: N/A
ISSN: ISSN-1183-322X
Language Accessibility in the Classroom: How UDL Can Promote Success for Linguistically Diverse Learners
Rice Doran, Patricia
Exceptionality Education International, v25 n3 p1-12 2015
This article provides an overview of the Universal Design for Learning (UDL) framework, which is based on brain-structure research and which incorporates multiple means of instruction, action and expression, and engagement. The article describes the relevance of this framework to linguistically diverse and culturally and linguistically diverse (CLD) learners, and it provides a set of scenario-based examples of how UDL might help educators to implement effective instruction for a CLD learner in an inclusive setting. The paper makes additional suggestions for building on UDL principles to design linguistically accessible instruction for CLD learners.
Exceptionality Education International. University of Alberta, Department of Educational Psychology, 6-102 Education North, Edmonton, AB T6G 2G5, Canada. Tel: 780-492-0800; Fax: 780-492-1318; e-mail: eecj@ualberta.ca; Web site: http://ir.lib.uwo.ca/eei/
Publication Type: Journal Articles; Reports - Evaluative
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A