Ensuring Access to Online Learning for All Students through Universal Design for Learning

Autor/inn/en	Flanagan, Sara; Morgan, Joseph John
Titel	Ensuring Access to Online Learning for All Students through Universal Design for Learning
Quelle	In: TEACHING Exceptional Children, 53 (2021) 6, S.459-462 (4 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0040-0599
DOI	10.1177/00400599211010174
Schlagwörter	Access to Education; Online Courses; Students with Disabilities; Student Needs; Educational Technology; Technology Uses in Education; Barriers; Learner Engagement; Educational Resources; Knowledge Level; Student Evaluation + Suchen Sie Ihr Suchwort? Education; Access; Bildung; Zugang; Bildungszugang; Online course; Online-Kurs; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Unterrichtsmedien; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Bildungsmittel; Wissensbasis; Schulnote; Studentische Bewertung
Abstract	Supporting all students, including those with HIDs (e.g., learning disabilities, mild intellectual disabilities, emotional-behavioral disorders, attention-deficit hyperactivity disorder), in the classroom while meeting their unique learning needs can be complex for educators. Students with HIDs often experience difficulties completing grade-level-equivalent work due to difficulties with reading, written expression, and mathematics. Although technology provides promise related to differentiated instruction to support students with HIDs, instruction that is fully or partially delivered online may exacerbate challenges in academic areas. Like in-person instruction, educators can consider the principles of Universal Design for Learning (UDL) when designing online learning experiences for students with HIDs. (ERIC).
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