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Universal Design for Learning (UDL) in Higher Education: Possibilities, Pitfalls & Practices
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, University of Rhode Island and Dalton Education Services International, United States ; , University of Houston, United States ; , Roosevelt University, United States

Society for Information Technology & Teacher Education International Conference, in Austin, TX, United States ISBN 978-1-939797-27-8 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA

Abstract

The framework of Universal Design for Learning offers guidance and opportunity for post-secondary institutions to diversify instructional practices and environments to address the varied needs of today’s learners. Legislation supports the importance of equity of access and opportunity in higher education. UDL and its three core principles, multiple means of engagement, multiple means of representation, and multiple means of action & expression, provide a usable and research-based framework for the design and implementation of face-2-face and online instruction that integrates variation and flexibility of format. Exemplary practices in implementation of the core principles and challenges faced by the field are included.

Citation

Dalton, E., Gronseth, S. & Anderson, C. (2017). Universal Design for Learning (UDL) in Higher Education: Possibilities, Pitfalls & Practices. In P. Resta & S. Smith (Eds.), Proceedings of Society for Information Technology & Teacher Education International Conference (pp. 1501-1506). Austin, TX, United States: Association for the Advancement of Computing in Education (AACE). Retrieved December 16, 2019 from .

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