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A Practical Reader in Universal Design for Learning
In this first UDL Reader, Anne Meyer and David H. Rose bring together a collection of articles on the practical, classroom dimensions of the UDL revolution in education.
Universal Design for Learning (UDL) stands at the forefront of contemporary efforts to create universal access to educational curricula for all students, including those with disabilities. The “universal” in UDL does not mean there is a single optimal solution for everyone. Instead, it underscores the need for flexible approaches to teaching and learning that meet the needs of different kinds of learners.
The authors offer insights on learner differences, the capacities of new media in the classroom, and effective teaching and assessment practices. The volume also includes lessons from teacher professional development workshops, classroom-based research, and UDL practitioners themselves.
A highly readable volume aimed particularly at school teachers and administrators, this book is also an uncommonly accessible introduction to UDL for all readers committed to creating improved and universal access to educational materials for all students.
Universal Design for Learning (UDL) stands at the forefront of contemporary efforts to create universal access to educational curricula for all students, including those with disabilities. The “universal” in UDL does not mean there is a single optimal solution for everyone. Instead, it underscores the need for flexible approaches to teaching and learning that meet the needs of different kinds of learners.
The authors offer insights on learner differences, the capacities of new media in the classroom, and effective teaching and assessment practices. The volume also includes lessons from teacher professional development workshops, classroom-based research, and UDL practitioners themselves.
A highly readable volume aimed particularly at school teachers and administrators, this book is also an uncommonly accessible introduction to UDL for all readers committed to creating improved and universal access to educational materials for all students.
180 pages, Paperback
First published October 1, 2006
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July 30, 2018
Honestly, I was not looking forward to yet another book on lesson planning and curriculum; however, I recognize my limited knowledge about what differentiating looks like for students. Being forced to rethink what it means to provide effective learning and instruction to all students was not a truth I think I was ready to confront. The book, coupled with Rose's other work on being "average" was eye-opening and makes me appreciate the nuances to ensuring my role an educator is one where I simply modify a worksheet or provide additional time.
What makes this book so effective is the approach to incorporating instructional practices that are both difficult (and they should be) but also very much needed. I was forced to confront some brutal truths regarding how I have viewed special education services for students with IEPs or 504 plans in light of my content and schools, in general.
The best analogy I can think of to help those thinking of picking up this book:
Think about a "handicap" ramp outside a building. Often these can be hideous add-ons/modifications to buildings already in use as a way to meet standards to make buildings more accessible. This is often how we as educators approach learning and teaching. The notion that we accommodate after we plan (as a kind of after thought) is insulting to students. How can I, in planning, be sure to plan and design in such a way that my practice does not reflect a bias toward "able-ism" or presumed intelligence? How does my lesson/content allow me to craft an educational experience that is inclusive, authentically so? Where and when have I simply tacked on the "handicap ramp" to a building (read: my lesson) rather than really reflect on what this looks like to students receiving or benefiting for those services? Without coming across as being the "know it all" go to work, Rose provides a thoughtful and evluative look at the planning and decision-making processes we work through as teachers to meet the needs of all students.
I highly recommend this work for an educator and will have this in my classroom library for years to come.
What makes this book so effective is the approach to incorporating instructional practices that are both difficult (and they should be) but also very much needed. I was forced to confront some brutal truths regarding how I have viewed special education services for students with IEPs or 504 plans in light of my content and schools, in general.
The best analogy I can think of to help those thinking of picking up this book:
Think about a "handicap" ramp outside a building. Often these can be hideous add-ons/modifications to buildings already in use as a way to meet standards to make buildings more accessible. This is often how we as educators approach learning and teaching. The notion that we accommodate after we plan (as a kind of after thought) is insulting to students. How can I, in planning, be sure to plan and design in such a way that my practice does not reflect a bias toward "able-ism" or presumed intelligence? How does my lesson/content allow me to craft an educational experience that is inclusive, authentically so? Where and when have I simply tacked on the "handicap ramp" to a building (read: my lesson) rather than really reflect on what this looks like to students receiving or benefiting for those services? Without coming across as being the "know it all" go to work, Rose provides a thoughtful and evluative look at the planning and decision-making processes we work through as teachers to meet the needs of all students.
I highly recommend this work for an educator and will have this in my classroom library for years to come.
Displaying 1 of 1 review