More than just accommodation, this framework is designed to help teachers reach all students—no matter their level of ability.
Jessica H. Hunt and Janet B. Andreasen
Melinda (Mindy) S. Eichhorn, Peter J. DiMauro, Courtney Lacson and Barbara Dennie
Teachers can use Universal Design for Learning (UDL) in their math classroom to anticipate potential barriers, know which tools will engage students, and provide safe spaces for learning.
Sarah J. Selmer and Kimberly Floyd
A proactive preschool teacher differentiates instruction by using the Universal Design for Learning framework to decrease barriers that limit students' access to classroom learning.
Jessica H. Hunt, Beth MacDonald, Rachel Lambert, Trisha Sugita and Juanita Silva
Anticipating and responding to learner variability can make using talk moves complex. The authors fuse Universal Design for Learning (UDL), differentiation, and talk moves into three key planning and pedagogy considerations.
Cathery Yeh and Theodore Chao
Students come to school with varying degrees of prior mathematics experiences, understandings, and levels of confidence—all of which can be challenging for teachers. Below are three strategies based on Universal Design for Learning (cast.org) to highlight and leverage the mathematical brilliance of all children, including children with dis/abilities.
Paulo Tan and Kathleen King Thorius
Despite the push for inclusive mathematics education, students with disabilities continue to lack access to, and achievement in, rich mathematics learning opportunities. We assert that mathematics teacher educators have a central role in addressing these contradictions. This role includes enacting facilitative moves during mathematics teacher professional learning to encounter and counter social forces, which we denote in this article as en/counters. As part of a larger study, we explored the extent to which the use of an inclusive education-oriented tool, developed and introduced during a teacher learning program, elicited en/counters that mediated participants' learning toward inclusive mathematics education. We discuss shifts in participants' conversational content and focus on surrounding practices that involved students with disabilities and features of the tool and processes that supported these shifts, including specific facilitative moves that helped redirect deficit-focused conversations.
inform equitable teaching. Further, these nine practices do have overlap and complement NCTM’s eight Mathematics Teaching Practices as well as other equity-based instruction ideas. Universal Design for Learning The Universal Design for Learning (UDL