Gaining Access to General Education: The Promise of Universal Design for Learning

Autor/inn/en	Jimenez, Terese C.; Graf, Victoria L.; Rose, Ernest
Titel	Gaining Access to General Education: The Promise of Universal Design for Learning
Quelle	In: Issues in Teacher Education, 16 (2007) 2, S.41-54 (14 Seiten) PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1536-3031
Schlagwörter	Civil Rights; General Education; Disabilities; Access to Education; Special Education; Special Needs Students; Equal Education; Federal Legislation; Public Education; Regular and Special Education Relationship; Educational Opportunities; Educational History; Inclusive Schools; Mainstreaming; Educational Environment; Teacher Role; Parent Role; Preservice Teacher Education + Suchen Sie Ihr Suchwort? Bürgerrechte; Grundrechte; Zivilrecht; Allgemein bildendes Schulwesen; Allgemeinbildung; Handicap; Behinderung; Education; Access; Bildung; Zugang; Bildungszugang; Special needs education; Sonderpädagogik; Sonderschulwesen; Sonderpädagogischer Förderbedarf; Bundesrecht; Öffentliche Erziehung; Bildungsangebot; Bildungschance; History of education; Bildungsgeschichte; Inclusive school; Integrative Schule; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Lehrerrolle; Parental role; Elternrolle; Lehramtsstudiengang; Lehrerausbildung
Abstract	On November 29, 1975 then President Ford signed the "Education of All Handicapped Children Act" (EAHCA) into law, mandating for the first time that children and youth with disabilities be afforded the right to a free and appropriate public education, individualized programming, parental participation in the decision making process, nondiscriminatory identification and evaluation, instruction in the least restrictive environment, while ensuring families due process rights and responsibilities. One challenge has been ensuring adequate access to the general education curriculum for an increasingly diverse group of learners within general education classrooms. One approach to making general education curriculum more accessible to diverse learners regardless of ability, learning style, language, or culture is the application of Universal Design for Learning (UDL). Grounded in research of learner differences, the capacities of new media, and the most effective teaching practices and assessments, UDL provides a framework for creating more robust learning opportunities for everyone. By using a UDL approach in the classroom, teachers design their instruction to meet the needs of a diverse group of learners rather than make ongoing adjustments for individual students with special needs. Highlighting the importance of UDL as a fundamental instructional approach has the potential to benefit students and teachers in both general and special education programs. In this article, the authors review the historical background regarding the movement toward greater access for students with special learning needs, the development of UDL as a method for providing access, and discuss supporting the implementation of UDL within school sites and institutions of higher education. (Contains 1 note and 2 tables.) (ERIC).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10