"This book uses the concept of Universal Design for Learning (UDL) as a foundation for more equitable learning outcomes for all students. It focuses primarily on actionable strategies that educators can use to bring equity to learning outcomes in their classrooms, schools, and broader systems. In addition to case stories, reflection prompts, self-assessment tools, and numerous examples, the author connects UDL principles to research conducted by John Hattie, showing how various practices have proven connections to improved student learning"--
To reach all, we must reach each
Diversity in our classrooms is an asset that educators can leverage when we ensure our instruction is tailored to the strengths and needs of each student. That’s where Universal Design for Learning (UDL) comes in. UDL ensures all students succeed by enabling educators to remove barriers to learning. The tenets of UDL challenge educators to engage students and sustain their interest, represent instruction in accessible ways, and support students to demonstrate their learning in multiple ways. This guide shows how UDL can serve as a pathway to equitable learning outcomes through
- Practical advice for creating safe, affirming learning environments that encourage belonging
- Demonstration of how to represent content, concepts, and skills in different ways to provide students with multiple modes of expression
- Tables for planning and reflection
- Graphics illustrating multiple means of expression
| Foreword |
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vi | |
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| About the Author |
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viii | |
| Acknowledgments |
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ix | |
| Introduction |
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x | |
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Chapter One Planning for Variability: Variability Is a Natural Part of the Human Condition |
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2 | (20) |
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Chapter Two Emotionally Safe Environments: Create Environments Where Students Feel Welcomed and Empowered |
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22 | (26) |
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Chapter Three Options for Expression: By Giving Students Options to Express Their Learning, We Reduce Inequities in Assessment |
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48 | (18) |
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Chapter Four Engaging Classrooms: Create Environments in Which Students Are Curious, Interested, Focus, and Persist |
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66 | (26) |
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Chapter Five Developing Expert Learners: Facilitate Content That All Students Can Access, Remember, and Understand |
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92 | (30) |
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Chapter Six Flexible Support and Intervention: Design Support for Skills That Is Delivered in Inclusive Settings |
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122 | (26) |
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Chapter Seven Mastery Assessment and Grading: Assessment, Feedback, and Grades Are a GPS to Facilitate Learning |
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148 | (22) |
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Chapter Eight Looking Forward: Build Teams That Are Interdisciplinary "Machines" for Equity and Inclusion |
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170 | (15) |
| References |
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185 | (4) |
| Index |
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189 | |
Lee Ann Jung,PhD, is founder of Lead Inclusion, Clinical Professor at San Diego State University, and a consultant to schools worldwide. A former special education teacher and administrator, Lee Ann now spends her time in schools, working shoulder-to-shoulder with teams in their efforts to improve systems and practice. She has consulted with schools in more than 30 countries and throughout the United States in the areas of universal design for learning, inclusion, intervention, and mastery assessment and grading. Lee Ann is the author of 7 books, numerous journal articles and book chapters on inclusion, universal design, and assessment. She serves on the advisory board for Mastery Transcript Consortium, as section editor of the Routledge Encyclopedia of Education, and on the editorial board member for several professional journals. In her community, Lee Ann is a board member for Life Adventure Center, a local nonprofit with a mission of healing for those who have experienced trauma.
Bring Lee Ann Jung to your school or district! Learn more at LeadInclusion.org
