Topic
Universal Design for Learning
About: Universal Design for Learning is a research topic. Over the lifetime, 1115 publications have been published within this topic receiving 15658 citations. The topic is also known as: UDL.
Papers published on a yearly basis
Papers
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01 Apr 2002
TL;DR: This chapter help teachers had the, digital age universal design for exceptional, however a rich array of text udl principles.
Abstract: Ensuring that all students achieve the same high standard of learning would be much easier if you could quickly and easily customize lesson plans and curriculum materials to each student's needs, interests, and skills level. Here's a book that explains how to make that ideal a reality. Explore the concept of Universal Design for Learning and how it can help you meet standards while you address the unique needs of each student. Drawing from brain research and the power of digital technology, the authors explain how to: Set appropriate goals for every student. Choose the teaching methods and materials that give every student optimum instructional support. Ensure the fair and accurate assessment of every student's progress. A school case study, a set of templates, and links to online resources get you started in applying the concepts to your classroom. A companion website offers interactive experiences, classroom videos, lessons, online discussions, interviews with experts, student case stories, resource links, and more in-depth information.
814 citations
01 Jan 2012
TL;DR: The concept of meaningful gamification is introduced through a user-centered exploration of theories behind organismic integration theory, situational relevance, situated motivational affordance, universal design for learning, and player-generated content.
Abstract: Gamification is the "use of game design elements in non-game contexts" (Deterding et al, 2011, p.1). A frequently used model for gamification is to equate an activity in the non-game context with points and have external rewards for reaching specified point thresholds. One significant problem with this model of gamification is that it can reduce the internal motivation that the user has for the activity, as it replaces internal motivation with external motivation. If, however, the game design elements can be made meaningful to the user through information, then internal motivation can be improved as there is less need to emphasize external rewards. This paper introduces the concept of meaningful gamification through a user-centered exploration of theories behind organismic integration theory, situational relevance, situated motivational affordance, universal design for learning, and player-generated content.
551 citations
01 Jan 2004
341 citations
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TL;DR: In this article, the authors present an outdoor space that is accessible to a wide range of users, such as people who walk, use bicycles, strollers, or wheelchairs; people who prefer to hold a railing or people who would like to walk in a few different directions.
Abstract: Universal Design combines form and function to improve the experience for all users. Take this outdoor space as an example: People can use the gradual incline of the ramps, or they can use the stairs with or without railings. This space is accessible to a wide range of users – people who walk, use bicycles, strollers, or wheelchairs; people who prefer to hold a railing or people who would like to walk in a few different directions on their way up to the top. This outdoor space is a great example of how good design benefits everyone.
339 citations
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18 Feb 2020TL;DR: Mitchell et al. as discussed by the authors presented a range of evidence-based strategies they can immediately put into practice in their classrooms, including universal design for learning, inter-agency cooperation and one on the Finnish education system.
Abstract: As teachers around the world deal with the challenges of inclusive education, they must find effective ways of enhancing their classroom teaching methods. What Really Works in Special and Inclusive Education presents teachers with a range of evidence-based strategies they can immediately put into practice in their classrooms.
This unique book will be an invaluable resource for educators who may not have the time or the inclination to engage with theory-heavy research, but who wish to ensure that their teaching strategies are up-to-the-minute and proven to be the most effective best practices. Each of the 27 strategies that this book comprises has a substantial research base, a strong theoretical rationale and clear guidelines on their implementation, as well as cautionary advice where necessary.
In this new second edition, David Mitchell, a leading writer in special and inclusive education, continues to break new ground with revised and updated strategies based on evidence from the most recent studies in the field. From the myriad of related research available, only those studies with genuine potential for improving the practices of teachers and schools have been included, with the aim of facilitating high-quality learning and social outcomes for all learners in schools.
Updates to this new edition include:
four new chapters, on response to intervention, universal design for learning, inter-agency cooperation and one on the Finnish education system
over 350 new references
an even wider international focus, including evidence drawn from Asia
references to recent developments in neuroscience
a new companion website, with extra case studies, links to further reading, journal articles and videos, and an interactive quiz, at www.routledge.com/cw/mitchell
This book will be essential reading for anyone with a vocational or academic interest in evidence-based special educational needs teaching strategies, whether a student in initial teacher education or a qualified classroom teacher, teacher educator, educational psychologist, special needs coordinator, parent, consultant or researcher.
David Mitchell is an Adjunct Professor in the College of Education, University of Canterbury, Christchurch, New Zealand, and a consultant in inclusive education.
‘This is the book I wish I had written, synthesizing an enormous literature focused on special needs students. It is robust, it is readable, and it is your right-hand resource. A stunner of a book.’
–Professor John Hattie, University of Melbourne, author of Visible Learning
331 citations