Affiliation:
1. University of Texas – Austin, USA
2. University of Hawai'i – Mānoa, USA
3. The University of Texas – Austin, USA
Abstract
Universal Design for Learning (UDL) has become a popular and effective way to help all students access what is taught in the classroom. Modeled after universal design, which enabled people with disabilities to access multiple physical environments, UDL provides access to the curriculum via three guiding principles: (a) multiple means of representation, (b) multiple means of expression, and (c) multiple means of engagement. This chapter looks at UDL and Assistive Technology (AT) for students who have specific Learning Disabilities (LD). Further, the authors examine AT research that has been conducted with students who have LD in reading, writing, and mathematics, and they provide case studies wherein UDL and AT are used to enhance accessibility in U.S. schools, specifically Grades 1 and 6 as well as high school.
Reference23 articles.
1. A multi-dimensional comparison of mathematics interventions for 4th grade students with learning disabilities.;B. R.Bryant;Submitted for peer review,2013
2. Center for Applied Special Technology (CAST). (2013). UDL book builder. Retrieved from http://bookbuilder.cast.org
3. Center for Universal Design. (2010). Ronald L. Mace. Retrieved from http://www.ncsu.edu/project/design-projects/udi/center-for-universal-design/ron-mace
Cited by
1 articles.
订阅此论文施引文献
订阅此论文施引文献，注册后可以免费订阅5篇论文的施引文献，订阅后可以查看论文全部施引文献