A Policy Reader in Universal Design for Learning

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Sonst. Personen	Gordon, David T. (Hrsg.); Gravel, Jenna W. (Hrsg.); Schifter, Laura A. (Hrsg.)
Institution	Harvard University, Graduate School of Education
Titel	A Policy Reader in Universal Design for Learning
Quelle	(2009), (256 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-934742-39-6
Schlagwörter	Federal Legislation; Learning Theories; Teacher Effectiveness; Learning Disabilities; School Districts; Educational Change; Educational Technology; Assistive Technology; Access to Education; Program Implementation; Test Construction; Computer Assisted Testing; Special Needs Students; Educational Assessment; Student Evaluation; Instructional Design; Educational Strategies; Geographic Information Systems; Hearings; Response to Intervention; Educational Policy; Resource Allocation; Policy Analysis + Suchen Sie Ihr Suchwort? Bundesrecht; Learning theory; Lerntheorie; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Learning handicap; Lernbehinderung; School district; Schulbezirk; Bildungsreform; Unterrichtsmedien; Education; Access; Bildung; Zugang; Bildungszugang; Testaufbau; Sonderpädagogischer Förderbedarf; assessment; Bewertungssystem; Schulnote; Studentische Bewertung; Lesson concept; Lessonplan; Unterrichtsentwurf; Lehrstrategie; Politics of education; Bildungspolitik; Ressourcenallokation; Politikfeldanalyse
Abstract	Universal Design for Learning (UDL) stands at the forefront of contemporary efforts to create access to education curricula for all students, including those with disabilities. This policy reader comprises a notably wide range of articles that address the challenges and opportunities facing policy makers as they consider UDL's implications for federal, state, and local policy. It includes essays that place UDL in the context of the education field as a whole and that examine how UDL might inform pressing contemporary discussions about accountability and access to the curriculum. The volume also sheds light on various assistive technologies. It concludes by considering contemporary assessments of student learning and teacher effectiveness, and points to how they might be improved through UDL and by expanding opportunities for learning to more young people. A timely and much-needed volume, "A Policy Reader in Universal Design for Learning" brings UDL to the center of discussions about contemporary education policy and reform. Following a foreword, Designing Learning for All Learners (Martha L. Minow) and introduction (David T. Gordon, Jenna W. Gravel, and Laura A. Schifter), this book contains the following chapters: (1) Getting from Here to There: UDL, Global Positioning Systems, and Lessons for Improving Education (David H. Rose and Jenna W. Gravel); (2) School Reform: Are We Just Getting Started? (David T. Gordon); (3) Policy Foundations of Universal Design for Learning (Thomas Hehir); (4) There Is a Way to "Leave No Child Behind": Remarks to the NCLB Commission (David H. Rose); (5) Opening the Curriculum to All: The Shared Aspirations of IDEA and NCLB (Joanne Karger); (6) Saving Resources...and Saving Children: Testimony to the U.S. Senate Committee on Appropriations, Subcommittee on Labor, Health, Human Services, Education and Related Agencies, July 25, 2001 (David H. Rose); (7) Universal Design for Learning: Policy Challenges and Recommendations (Kim Moherek Sopko); (8) Universal Design for Learning: Implementation in Six Local education Agencies (Kim Moherek Sopko); (9) Universal Design Concept Pushed for Education (Christina A. Samuels); (10) Assistive Technology, NIMAS, and UDL: From Some Students to All Students (David H. Rose, Ted S. Hasselbring, Skip Stahl, and Joy Zabala); (11) Response to Intervention and Universal Design for Learning: How Might They Intersect in the General Education Classroom? (Nicole Strangman, Chuck Hitchcock, Tracey E. Hall, Grace Meo, and Peggy Coyne); (12) Developing Accessible Tests with Universal Design and Digital Technologies: Ensuring We Standardize the Right Things (Robert P. Dolan and Tracey E. Hall); (13) Accurate for All: Universal Design for Learning and the Assessment of Students with Learning Disabilities (David H. Rose, Tracey E. Hall, and Elizabeth Murray); and (14) Perspectives on UDL and Assessment: An Interview with Robert J. Mislevy. A summary of selected provisions is appended. (ERIC).
Anmerkungen	Harvard Education Press. 8 Story Street First Floor, Cambridge, MA 02138. Tel: 888-437-1437; Tel: 617-495-3432; Fax: 978-348-1233; e-mail: hepg@harvard.edu; Web site: http://www.hepg.org/hep
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10