ERIC Number: EJ1423705
Record Type: Journal
Publication Date: 2024
Pages: 11
Abstractor: ERIC
ISBN: N/A
ISSN: ISSN-0040-0599
EISSN: EISSN-2163-5684
Universal Design for Learning: A Viable Framework to Support Student-Led IEP Meetings
Leslie Ann Bross; Stephanie L. Craig
TEACHING Exceptional Children, v56 n4 p218-228 2024
The Universal Design for Learning (UDL) framework can be applied to a variety of instructional contexts and activities, and individualized education program (IEP) meetings are one such context. The primary principle of the framework is to provide teachers with guidelines for designing and implementing instruction that can be adapted to meet the needs of diverse learners (CAST, 2018). These guidelines are based on the philosophy that teachers should provide multiple means of representation (Principle 1), multiple means of action and expression (Principle 2), and multiple means of engagement (Principle 3). There are nine specific guidelines and 31 checkpoints organized around these three principles. The UDL framework is not a checklist, nor does it require teachers to use all 31 checkpoints at all times. Rather, the framework provides guidance in choosing multiple ways of providing information, interacting with and showing an understanding of that information, and engaging in a meaningful way with the information. A teacher can then embed these strategies in their practices to use with all students. This article provides concrete examples of how a teacher could meet each guideline. Teachers can reflect on their entry point to the framework based on student needs.
Descriptors: Access to Education, Individualized Education Programs, Educational Principles, Meetings, Student Participation, Educational Legislation, Equal Education, Students with Disabilities, Federal Legislation, Transitional Programs
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Publication Type: Journal Articles; Reports - Evaluative
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Laws, Policies, & Programs: Individuals with Disabilities Education Act
Grant or Contract Numbers: N/A