What Algebra and Biology Students Have to Say About Universal Design for Learning (NCSET Research to Practice Brief)
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What Algebra and Biology Students Have to Say About Universal Design for Learning (NCSET Research to Practice Brief)
Published Date
2005-10
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University of Minnesota, Institute on Community Integration, National Center on Secondary Education and Transition (NCSET)
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Newsletter or Bulletin
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A brief outlining the findings of a study of whether universal design for learning (UDL) improves how students with mild disabilities perform in general education. The study's findings illustrate how students perceive individual interventions anchored by three key UDL principles - multiple ways of representing course content, multiple options for student expression and control, and multiple options for engagement and motivation. These individual interventions were used in standard-track high school algebra and biology classes.
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This report was supported in whole or in part by the U.S. Department of Education, Office of Special Education Programs, (Cooperative Agreement No. H326J000005). The opinions expressed herein do not necessarily reflect the policy or position of the U.S. Department of Education, Office of Special Education Programs, and no official endorsement by the Department should be inferred.
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Kortering, Larry; McClannon, Terry; Braziel, Patricia. (2005). What Algebra and Biology Students Have to Say About Universal Design for Learning (NCSET Research to Practice Brief). Retrieved from the University Digital Conservancy, https://hdl.handle.net/11299/172956.
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