Peer reviewed
Direct linkERIC Number: EJ1368442
Record Type: Journal
Publication Date: 2022
Pages: 11
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0271-0633
EISSN: EISSN-1536-0768
Rejecting "Normal": UDL as a Lever for Equity in Rural Teacher Education
Fornauf, Beth S.; Mascio, Bryan
New Directions for Teaching and Learning, n172 p43-53 Win 2022
This chapter explores the application of Universal Design for Learning (UDL) as a lever for equitable and inclusive pedagogies in teacher education. Building on our prior work as teacher educators in the northeastern United States, we analyze how UDL can be used to support teacher candidates in identifying, interrogating, and resisting problematic practices embedded into the structures of schooling.
Descriptors: Access to Education, Equal Education, Rural Areas, Teacher Education, Inclusion, Preservice Teachers, Social Justice
Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A
