Applying the Principles of Universal Design for Learning (UDL) in the College Classroom
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| Title: | Applying the Principles of Universal Design for Learning (UDL) in the College Classroom |
|---|---|
| Language: | English |
| Authors: | Boothe, Kathleen A., Lohmann, Marla J., Donnell, Kimberly A., Hall, D. Dean |
| Source: | Journal of Special Education Apprenticeship. Dec 2018 7(3). |
| Availability: | Journal of Special Education Apprenticeship. 2496 Prospect Drive, Upland, CA 91784. Tel: 909-985-8578; Fax: 909-985-8578; e-mail: snam@csusb.edu; Web site: http://www.josea.info |
| Peer Reviewed: | Y |
| Page Count: | 13 |
| Publication Date: | 2018 |
| Document Type: | Journal Articles Reports - Descriptive |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Access to Education, Teaching Methods, Higher Education, College Faculty, College Students, Educational Strategies, Student Diversity, Educational Needs, Scaffolding (Teaching Technique), Cooperative Learning, Course Content, Educational Technology, Disabilities, Feedback (Response), Teacher Student Relationship, Summative Evaluation, Computer Mediated Communication |
| ISSN: | 2167-3454 |
| Abstract: | Universities are charged with educating students from diverse backgrounds, including ELL students, nontraditional students, military students, first generation college students, and students with disabilities. In order to meet the wide variety of learning needs and abilities in the college classroom, teachers must find innovative methods for reaching this diverse population of students. One potential solution is Universal Design for Learning (UDL). Through instructional and assessment strategies that address the "why", how", and "what" of learning, the UDL approach ensures that all students can learn. The research regarding the concept of using UDL in the college classroom is minimal, but shows promise in meeting the needs of all students and the federal laws focusing on UDL. This article provides faculty with background information on UDL as well as ways to incorporate these strategies into their current courses. |
| Abstractor: | As Provided |
| Number of References: | 37 |
| Entry Date: | 2019 |
| Accession Number: | EJ1201588 |
| Database: | ERIC |
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