Using UDL to Plan a Book Study Lesson for Students with Intellectual Disabilities in Inclusive Classrooms

Autor/in	Anderson, Laura K.
Titel	Using UDL to Plan a Book Study Lesson for Students with Intellectual Disabilities in Inclusive Classrooms
Quelle	In: TEACHING Exceptional Children, 54 (2022) 4, S.258-267 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Anderson, Laura K.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0040-0599
DOI	10.1177/00400599211010196
Schlagwörter	Leitfaden; Unterricht; Lehrer; Students with Disabilities; Intellectual Disability; Inclusion; Access to Education; Planning; High School Students; Language Arts; Lesson Plans; Learner Engagement; Goal Orientation; Teaching Methods; Instructional Materials; Evaluation Methods; Academic Accommodations (Disabilities); Regular and Special Education Relationship + Suchen Sie Ihr Suchwort? Lesson concept; Instruction; Unterrichtsentwurf; Unterrichtsprozess; Teacher; Teachers; Lehrerin; Lehrende; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Intellect; Verstand; Inklusion; Education; Access; Bildung; Zugang; Bildungszugang; Ablaufplanung; Planungsprozess; High school; High schools; Oberschule; Sprachkultur; Lesson planning; Unterrichtsplanung; Zielorientierung; Zielvorstellung; Teaching method; Lehrmethode; Unterrichtsmethode; Lehrmaterial; Lehrmittel; Unterrichtsmedien
Abstract	Students with intellectual disabilities are among the least likely students to spend a significant amount of time in general education classrooms. When they are included, they may spend their time on non-academic learning experiences. Universal Design for Learning is a lesson planning framework that can guide teachers in inclusive lesson planning. This article explores the Universal Design for Learning framework and how teachers can incorporate it into the lesson planning process for a book study in high school English Language Arts. This lesson planning process provides genuine learning experiences to students with intellectual disabilities in the general education classrooms. The article offers examples of how to incorporate multiple means of representation, multiple means of engagement, and multiple means of expression and action within the four steps of the lesson planning process: learning goals, instructional methods, instructional materials, and assessment. (As Provided).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01