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ERIC Number: EJ817623
Record Type: Journal
Publication Date: 2008
Pages: 12
Abstractor: As Provided
Reference Count: 61
ISBN: N/A
ISSN: ISSN-0741-9325
Universal Design for Learning: A Look at What Algebra and Biology Students with and without High Incidence Conditions Are Saying
Kortering, Larry J.; McClannon, Terry W.; Braziel, Patricia M.
Remedial and Special Education, v29 n6 p352-363 2008
This article examines findings on student perceptions of individual interventions based on the principles of universal design for learning (UDL). The examination includes a comparison of the reported perceptions of mainstreamed students with high incidence disabilities (i.e., learning disabilities, behavioral disorders, or other health impairments under Section 504 of the Rehabilitation Act) to that of their general education peers. Findings showed that relative to their other academic classes, both groups of students had high levels of satisfaction and expressed similar themes as to what they perceived to be the best and worst parts of the interventions and ideas for improvement. Both groups also reported near unanimous agreement as to wanting their teachers to use more UDL interventions. The reported perceptions and subsequent comparison forms the basis for discussing the implications of UDL in high school settings. (Contains 9 tables.)
SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Publication Type: Journal Articles; Reports - Research
Education Level: High Schools
Audience: Students
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Laws, Policies, & Programs: Rehabilitation Act 1973