ERIC Number: EJ993461
Record Type: Journal
Publication Date: 2012
Universal Design for Learning: A Blueprint for Success for All Learners
Brand, Susan Trostle; Favazza, Antoinette E.; Dalton, Elizabeth M.
Kappa Delta Pi Record, v48 n3 p134-139 2012
The Center for Applied Special Technology, Inc. (CAST), an educational research organization, introduced Universal Design for Learning (UDL) in its earliest form nearly 25 years ago. According to Orkwis and McLane (1998), UDL is a tangible means by which educators implement the special education requirements and sustain the gains that were achieved by the Education for All Handicapped Children Act (1975), the Individuals with Disabilities Education Act ([IDEA] 1997; 2004), and the No Child Left Behind Act of 2001 (2002). UDL facilitates the attainment of learning goals for individuals with wide differences in their abilities to see, hear, move, read, write, understand English, sustain attention, organize, engage, and remember. The core principles of UDL are multiple means of representation, multiple means for engagement, and multiple means for action and expression. Recently, a fourth principle--multiple means of assessment--was added by the members of the Rhode Island UDL Workgroup that includes the authors of this article. Using principles and ideas inherent to UDL, formative and summative assessment does permeate each of the other three components during educators' use of representation, engagement, and action/expression; however, feedback from Rhode Island teachers and professors during the implementation phase of UDL modules indicated that the area of assessment required greater attention. They suggested that this modification would assist in-service and preservice teachers who are charged with meeting state and local standards and accountability targets. An explanation of the UDL principles and guidelines of CAST, incorporating the Rhode Island Workgroup's modifications and numerical codes (Sherlock Center 2009), is provided in this article to assist with understanding the lesson on water filtration in the context of UDL.
Descriptors: Disabilities, Academic Achievement, Access to Education, Feedback (Response), Educational Research, Learning Theories, Preservice Teachers, Federal Legislation, Special Education, Summative Evaluation, Formative Evaluation, Guidelines, Standards, Accountability, Evaluation Methods
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Publication Type: Journal Articles; Reports - Descriptive
Education Level: Elementary Secondary Education
Authoring Institution: N/A
Identifiers - Location: Rhode Island