8,900
Views
84
CrossRef citations to date
0
Altmetric
Original Article

Curriculum Planning for All Learners: Applying Universal Design for Learning (UDL) to a High School Reading Comprehension Program

Pages 21-30 | Published online: 07 Aug 2010

References

  • Beck, I. L, McKeown, M. G., & Kucan, L. (2002). Bringing words to life: Robust vocabulary instruction. New York: Guilford Press.
  • Center for Applied Special Technology (CAST). (2004). Planning for all learners (PAL) toolkit. Wakefield, MA: Author.
  • Center for Applied Special Technology (CAST). (2007a). UDL goal setter. Retrieved August 8, 2007, from http://www.cast.org/teachingeverystudent/tools/udlgoalsetter.cfm
  • Center for Applied Special Technology (CAST). (2007b). Lesson analysis template. Retrieved August 8, 2007, from http://www.cast.org/teachingeverystudent/toolkits/downloads/PAL_udllessonanalysis.pdf
  • Center for Applied Special Technology (CAST). (2007c). UDL class profile maker. Retrieved August 8, 2007, from http://www.cast.org/teachingeverystudent/tools/classprofile.cfm
  • Center for Applied Special Technology (CAST). (2007d). Curriculum barriers with assessment form. Retrieved August 8, 2007, from http://www.cast.org/teachingeverystudent/toolkits/downloads/PAL_curriculumbarriers.doc
  • Center for Applied Special Technology (CAST). (2007e). UDL solutions finder. Retrieved August 8, 2007, from http://www.cast.org/teachingeverystudent/tools/udlsolutionsfinder.cfm
  • Center for Applied Special Technology (CAST). (2007f). UDL lesson planning form. Retrieved August 8, 2007, from http://www.cast.org/teachingeverystudent/toolkits/downloads/PAL_lessonplanningform.pdf
  • Dalton, B., Pisha, B., Eagleton, M. B., Coyne, P., & Deysher, S. (2002). Engaging the text: Reciprocal teaching and questioning strategies in a scaffolded learning environment. Peabody, MA: Center for Applied Special Technology.
  • Darling-Hammond, L. (1999). Professional development for teachers: Setting the stage for learning from teaching. Santa Cruz, CA: Center for the Future of Teaching and Learning.
  • Graves, M. F., Cooke, C. L., & Laberge, M. J. (1983). Effects of previewing difficult short stories on low ability junior high school students' comprehension, recall, and attitudes. Reading Research Quarterly, 18, 262-276.
  • Guskey, T. (2002). Does it make a difference? Evaluating professional development. Educational Leadership, 59, 45-51.
  • Hitchcock, C., Meyer, A., Rose, D., & Jackson, R. (2002). Providing access to the general education curriculum: Universal design for learning. Teaching Exceptional Children, 35, 8-17.
  • Jackson, R., & Harper, K. (2005). Teacher planning for accessibility: The universal design of learning environments. In D. H. Rose, A. Meyer, & C. Hitchcock (Eds.), The universally designed classroom: Accessible curriculum and digital technologies (pp. 101-124). Cambridge, MA: Harvard Education Press.
  • Johnson, D. W., & Johnson, R. T. (1986). Mainstreaming and cooperative learning strategies. Exceptional Children, 52, 552-561.
  • Meyer, A., & Rose, D. H. (1998). Learning to read in the computer age. Cambridge, MA: Brookline Books.
  • Meyer, A., & Rose, D. (2000). Universal design for individual differences. Educational Leadership, 58, 39-43.
  • Meyer, A., & Rose, D. H. (2005). The future is in the margins: The role of technology and disability in educational reform. In D. H. Rose, A. Meyer, & C. Hitchcock (Eds.), The universally designed classroom: Accessible curriculum and digital technologies (pp. 13-35). Cambridge, MA: Harvard Education Press.
  • O'Donnell, J. J. (1998). Avatars of the word: From papyrus to cyberspace. Cambridge, MA: Harvard University Press.
  • Palincsar, A. S., & Brown, A. L. (1986). Interactive teaching to promote independent learning from text. Reading Teacher, 39, 771-777.
  • Pressley, M. (1998). Reading instruction that works: The case for balanced teaching. New York: Guilford Press.
  • Proctor, C. P., Dalton, B., & Grisham, D. (in press). Scaffolding English language learners and struggling readers in a digital environment with embedded strategy instruction and vocabulary support. Journal of Literacy Research.
  • Rose, D. H., & Meyer, A. (2002). Teaching every student in the digital age: Universal design for learning. Alexandria, VA: Association for Supervision and Curriculum Development.
  • Rose, D. H., & Meyer, A. (Ed.). (2006). A practical reader in universal design for learning. Cambridge, MA: Harvard Education Press.
  • Rose, D. H., Meyer, A., & Hitchcock, C. (2005). The universally designed classroom: Accessible curriculum and digital technologies. Cambridge, MA: Harvard Education Press.
  • Snow, C. (2002). Reading for understanding: Toward an R&D program in reading comprehension. Washington, DC: Rand.
  • Strangman, N., Hall, T., & Meyer, A. (2003). Graphic organizers with UDL. Wakefield, MA: National Center on Accessing the General Curriculum.
  • Strangman, N., Hall, T., & Meyer, A. (2004). Background knowledge with UDL. Wakefield, MA: National Center on Accessing the General Curriculum.
  • Taylor, B. M., Pearson, P. D., Peterson, D., & Rodriguez, M. C. (2001). The CIERA school change project: Supporting schools as they implement home-grown reading reform. Minneapolis: University of Minnesota Press.
  • Tomlinson, C. (1999). The differentiated classroom: Responding to the needs of all learners. Alexandria, VA: Association for Supervision and Curriculum Development.
  • U.S. Department of Education (2003). The nation's report card: Reading 2002. Washington, DC: Author.
  • Wilson, V. L., & Rupley, W. H. (1997). A structural equation model for reading comprehension based on background, phonemic, and strategy knowledge. Scientific Studies of Reading, 1, 45-63.
  • Wood, K. D., Algozzine, B., & Avett, S. (1993). Promoting cooperative learning experiences for students with reading, writing, and learning disabilities. Reading and Writing Quarterly, 9, 369-376.

Reprints and Corporate Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

To request a reprint or corporate permissions for this article, please click on the relevant link below:

Academic Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

Obtain permissions instantly via Rightslink by clicking on the button below:

If you are unable to obtain permissions via Rightslink, please complete and submit this Permissions form. For more information, please visit our Permissions help page.