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- Plantin Ewe, Linda, et al.
(författare)
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Inclusive Education and UDL Professional Development for Teachers in Sweden and India
- 2024
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Ingår i: Developing Inclusive Environments in Education. - : IGI Global Publishing. ; 1:1, s. 14-33
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Bokkapitel (populärvet., debatt m.m.)abstract
- In education, the factors involved in a successful inclusive education classroom are diverse and multidimensional, with a growing research base. Universal design for learning (UDL) can help educators address the varied needs of students through diversification of the design of instructional methods, materials, and assessments. Global interest in UDL has driven the need for more teacher training opportunities. This chapter contributes to the literature base on professional development in UDL cases by presenting two examples from two national contexts, Sweden and India. The authors ground the two cases in the literature on teacher training, inclusive education, and UDL, concluding with a discussion on the contextual impact and insights stemming from the cases.
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| 2. |
- Dalton, Elizabeth, et al.
(författare)
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Creating an International Collaboratory for Leadership in Universally Designed Education : INCLUDE as a Global Community of Practice
- 2023
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Ingår i: Building Inclusive Education in K-12 Classrooms and Higher Education. - : IGI Global Publishing. ; 1:1, s. 1-20
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Bokkapitel (populärvet., debatt m.m.)abstract
- To foster strong global movements toward more inclusive educational resources around the world, higher education serves a crucial role. Universities face numerous challenges in the development of inclusive services for those with differing needs. While global collaborative efforts often provide great inspiration for community and educational system change, professionals do not always know exactly what changes should be made or how to go about making these changes more inclusive. Resources and online professional learning networks that are open to all and readily available online are one way to address these challenges. The INCLUDE Collaboratory gathers and provides open opportunities for professionals around the world to connect, learn, discuss, and develop ongoing collaborative relationships. The authors present the background, history, structure, and work of the INCLUDE Collaboratory, highlighting the following: Concept, vision, and purpose; organizational timeline and evolution; organizational development;thematic priorities, and future planning.
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| 5. |
- Andersson, Helena, et al.
(författare)
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Universal Design for Learning : svensk översättning textversion
- 2020
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Annan publikation (populärvet., debatt m.m.)abstract
- The evolution of CAST’s UDL Guidelines has been a dynamic, collaborative, and developmental process. We shared the first version of the Guidelines—Version 1.0—in 2008. Since that time, we have collected and specifically solicited feedback from the field. This feedback, along with the expanding research in the areas of UDL, education, cognitive science, psychology, and neuroscience, has led us to develop different representations of the Guidelines over time. Each of these representations has a particular goal and traces our learning not only as an organization but as a field more broadly.Version 2.2 (2018)This latest version—Version 2.2—does not represent the “correct” version. Instead, we see this version as yet another representation to more fully explore and articulate the promise of UDL. We have made several structural changes to the graphic organizer to better support educators and other stakeholders who are new to UDL and to more clearly articulate the goal of UDL. About the Graphic Organizer describes these structural changes in more detail, while our FAQ may help answer questions you have about the UDL Guidelines and their relationship to the UDL framework.
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| 6. |
- Andersson, Helena, et al.
(författare)
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Universal Design for Learning : svensk översättning textversion
- 2020
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Annan publikation (övrigt vetenskapligt/konstnärligt)abstract
- The evolution of CAST’s UDL Guidelines has been a dynamic, collaborative, and developmental process. We shared the first version of the Guidelines—Version 1.0—in 2008. Since that time, we have collected and specifically solicited feedback from the field. This feedback, along with the expanding research in the areas of UDL, education, cognitive science, psychology, and neuroscience, has led us to develop different representations of the Guidelines over time. Each of these representations has a particular goal and traces our learning not only as an organization but as a field more broadly. Version 2.2 (2018) This latest version—Version 2.2—does not represent the “correct” version. Instead, we see this version as yet another representation to more fully explore and articulate the promise of UDL. We have made several structural changes to the graphic organizer to better support educators and other stakeholders who are new to UDL and to more clearly articulate the goal of UDL. About the Graphic Organizer describes these structural changes in more detail, while our FAQ may help answer questions you have about the UDL Guidelines and their relationship to the UDL framework.
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| 8. |
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Building Inclusive Education in K-12 Classrooms and Higher Education : Theories and Principles
- 2024
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Samlingsverk (redaktörskap) (refereegranskat)abstract
- Description: Most people recognize the importance of inclusive education and hope to promote it everywhere at all levels and situations in education. However, the road to realizing this ideal is by no means a smooth one; due to this, further study is required. Building Inclusive Education in K-12 Classrooms and Higher Education: Theories and Principles discusses various inclusive practices in K-12 classrooms and higher education all over the world and presents problems and challenges that educators are struggling to overcome. Covering key topics such as educational technology, global movement, and inclusive education, this major reference work is ideal for administrators, policymakers, industry professionals, researchers, academicians, scholars, practitioners, instructors, and students.
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| 9. |
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Developing Inclusive Environments in Education : Global Practices and Curricula
- 2024
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Samlingsverk (redaktörskap) (refereegranskat)abstract
- Inclusive education continues to be a pressing challenge in today's educational landscape. Many K-12 classrooms and higher education institutions struggle to provide environments that cater to the diverse needs of all students. This persistent problem calls for a transformative solution and Developing Inclusive Environments in Education: Global Practices and Curricula led by Kiyoji Koreeda is the definitive resource that offers practical strategies and insights to address this issue. By delving into the Universal Design for Learning (UDL) framework, this book provides a comprehensive guide to making learning inclusive and transformative for all students. Through global examples of universal design curricula, Kiyoji Koreeda, Masayoshi Tsuge, Shigeru Ikuta, Elizabeth Dalton, and Linda Ewe showcase how educators can adapt advanced curricula to meet the diverse needs of learners worldwide. The book also explores the use of educational technologies, demonstrating how they are used to facilitate inclusive learning experiences. With a focus on practical activities and support systems, this book empowers educators to build inclusive classrooms and higher education settings where all students can thrive. Offering detailed descriptions of useful tools and software, equip educators to create personalized teaching materials and implement reasonable accommodations. Developing Inclusive Environments in Education is an essential resource for researchers and educators committed to fostering inclusive practices and creating transformative educational environments. By embracing the strategies and insights presented in this book, researchers and educators can revolutionize their approach to education, and create inclusive environments that support the success and well-being of every student, ensuring that no one is left behind.
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