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| An Introduction to Universal Design for Learning: Questions and Answers | |
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| What Is UDL? | |
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| What Are the Three Groups of Brain Networks? | |
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| Why Is UDL Necessary? | |
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| So Is UDL Special Education or General Education? | |
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| What Is UDL's Relationship to Universal Design? | |
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| What Is the Research Basis for UDL? | |
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| What Does It Mean to Say That UDL Applies to the Whole Curriculum? | |
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| Why Are Technology and UDL So Often Discussed Together? | |
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| Can the UDL Principles Be Applied without Technology? | |
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| Tools for Practice: The Universal Design for Learning Guidelines | |
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| Purposes of This Chapter | |
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| What Are the UDL Guidelines? | |
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| The UDL Guidelines and the Three UDL Principles | |
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| The Guidelines and Technology | |
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| Applying the Guidelines: Rationales and Specific Examples | |
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| How Do You Use the Guidelines? | |
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| Conclusion | |
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| Reading Strategy Instruction, Universal Design for Learning, and Digital Texts: Examples of an Integrated Approach | |
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| The Challenge | |
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| The Intersection of Literacy Instruction and Technology | |
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| Applying the UDL Principles to Reading Comprehension Instruction | |
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| Literacy for the Digital Age | |
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| Transforming Writing Instruction with Universal Design for Learning | |
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| The Challenges of Learning to Write and Teaching Writing | |
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| Universal Design for Learning as a Basis for Teaching Writing | |
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| Transforming Writing Instruction with UDL and Web-Based Technology MassONE Writer | |
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| Learning Persuasive Writing: JFK Middle School | |
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| Writing to Learn across the Curriculum: East High School | |
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| Practices and Benefits of Formative Assessment | |
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| Developing Writers Who Write Well-and Often | |
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| Universal Design for Learning in the Science Classroom | |
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| Potential Barriers to Science Learning | |
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| Addressing Barriers in the Science Classroom with UDL and Technology | |
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| Implications for Assessment | |
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| Conclusion | |
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| Universal Design for Learning in the Mathematics Classroom | |
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| Math and Recognition Networks | |
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| Math and Strategic Networks | |
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| Math and Affective Networks | |
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| How UDL Can Help | |
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| Conclusion | |
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| Doing History the Universal Design for Learning Way | |
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| Addressing Challenges Posed by the Traditional Curriculum | |
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| Doing History the UDL Way | |
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| Making History: A UDL-Based Online Environment | |
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| Conclusion | |
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| Universal Design for Learning and the Arts Option | |
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| The Arts Option | |
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| Dance and Movement Options | |
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| Visual Arts Options | |
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| Music Options | |
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| The UDL Guidelines in Professional Development | |
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| Conclusion | |
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| Universal Design for Learning "Unplugged": Applications in Low-Tech Settings | |
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| The Principles of UDL | |
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| An Example Lesson: The Seed Lesson | |
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| Conclusion | |
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| Preparing Teachers to Implement Universal Design for Learning | |
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| The Changing American Classroom: Online, Any Time | |
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| Meeting the Needs of California's Changing Student Population | |
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| Preservice Teacher Preparation: Linking Universal Access to UDL | |
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| A Former EDSP 422 Student's Integration of UDL and Technology in the Special Education Classroom | |
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| The Interface between UDL and Technology: A Classroom Example | |
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| The UDL-Technology Interface: A Case Study | |
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| Moving Forward | |
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| Index | |