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Books on the topic 'Universal design learning'

Author: Grafiati
Published: 4 June 2021
Last updated: 16 February 2022

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1

A research reader in universal design for learning. Cambridge, Mass: Harvard Education Press, 2012.

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2

Galkiene, Alvyra, and Ona Monkeviciene, eds. Improving Inclusive Education through Universal Design for Learning. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-80658-3.

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3

Rose, David H., Tracey E. Hall, and Meyer Anne. Universal design for learning in the classroom: Practical applications. New York: Guilford Press, 2012.

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4

Universal design for learning in the classroom: Practical applications. New York: Guilford Press, 2012.

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5

J, Metcalf Deborah, ed. Teaching in today's inclusive classrooms: A universal design for learning approach. Belmont, CA: Wadsworth Cengage Learning, 2009.

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6

Gargiulo, Richard M. Teaching in today's inclusive classrooms: A universal design for learning approach. Belmont, CA: Wadsworth Cengage Learning, 2009.

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7

Universal design for learning: A guide for teachers and education professionals. Upper Saddle River, N.J: Pearson/Merrill Prentice Hall, 2005.

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8

J, Metcalf Deborah, ed. Teaching in today's inclusive classrooms: A universal design for learning approach. 2nd ed. Belmont, CA: Wadsworth Cengage Learning, 2013.

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9

Metcalf, Deborah J. Succeeding in the inclusive classroom: K-12 lesson plans using universal design for learning. Los Angeles: SAGE, 2011.

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10

Children, Council for Exceptional. Universal Design for Learning (CEC). Prentice Hall, 2005.

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11

Arndt, Katrina, Michelle Grenier, Lauren J. Lieberman, and Ali Brian. Universal Design for Learning in Physical Education. Human Kinetics, 2020.

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12

Arndt, Katrina, Lauren Lieberman, Michelle Grenier, and Ali Brian. Universal Design for Learning in Physical Education. Human Kinetics, 2020.

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13

Howarton, Renee, Julie A. Zaloudek, Renee Chandler, and Kitrina Carlson. Universal Design for Learning: Teaching All College Students. Nakatani Teaching and Learning Center, 2018.

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14

A Practical Reader in Universal Design for Learning. Harvard Educational Pub Group, 2006.

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15

Casbarro, Joseph. Universal Design for Learning and Florida State Standards. National Professional Resources, Inc./Dude Publishing, 2016.

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16

D, Meyer Anne Ed, ed. A practical reader in universal design for learning. Cambridge, MA: Harvard Education Press, 2006.

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17

Bracken, Seán, and Katie Novak, eds. Transforming Higher Education Through Universal Design for Learning. Routledge, 2019. http://dx.doi.org/10.4324/9781351132077.

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18

Design and Deliver: Planning and Teaching Using Universal Design for Learning. Brookes Publishing, 2013.

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19

Brillante, Pamela. Universal Design for Learning in the Early Childhood Classroom. Routledge, 2017. http://dx.doi.org/10.4324/9781315622736.

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20

Katz, Jennifer, and Faye Brownlie. Teaching to Diversity: The Three-Block Model of Universal Design for Learning. Portage & Main Press, 2012.

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21

Teaching Every Student in the Digital Age: Universal Design for Learning. Association for Supervision & Curriculum Deve, 2002.

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22

Reach Everyone, Teach Everyone: Universal Design for Learning in Higher Education. West Virginia University Press, 2018.

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23

Teaching in Today's Inclusive Classrooms: A Universal Design for Learning Approach. Wadsworth, 2015.

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24

Reach Everyone, Teach Everyone: Universal Design for Learning in Higher Education. West Virginia University Press, 2018.

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25

Universal Design for Learning Science: Reframing Elementary Instruction in Physical Science. National Science Teachers Association, 2020. http://dx.doi.org/10.2505/9781681406954.

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26

Universal Design for Learning in Action: 100 Ways to Teach All Learners. Brookes Publishing, 2014.

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27

Making the Common Core Writing Standards Accessible Through Universal Design for Learning. Corwin, 2015.

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28

UDL in the Cloud!: How to Design and Deliver Online Education Using Universal Design for Learning. CAST, Inc., 2016.

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29

UDL Now!: A Teacher's Guide to Applying Universal Design for Learning in Today's Classrooms. CAST Professional Publishing, 2016.

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30

Teaching in Today's Inclusive Classrooms: A Universal Design for Learning Approach, Loose-leaf Version. Wadsworth Publishing, 2016.

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31

Katz, Jennifer. Resource Teachers: A Changing Role in the Three-Block Model of Universal Design for Learning. Portage & Main Press, 2013.

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32

Dean, Stacy Pellechia. Lesson Plan Book for the Diverse Classroom: Planning for Accessibility Through Universal Design for Learning, Udl. Dude Publishing/ National Professional Resources, 2007.

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33

Nemeth, Karen N., and Pamela Brillante. Universal Design for Learning in the Classroom: Teaching Children of All Languages, Cultures and Abilities, Birth - 8 Years. Taylor & Francis Group, 2017.

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34

Novak, Katie. UDL Now!: A Teacher's Monday Morning Guide to Implementing the Common Core State Standards Using Universal Design for Learning. Cast, Incorporated, 2016.

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35

Universal Design for Learning in the Early Childhood Classroom: Teaching Children of All Languages, Cultures and Abilities, Birth - 8 Years. Taylor & Francis Group, 2017.

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36

Godfrey-Smith, Peter. Towers and Trees in Cognitive Evolution. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780199367511.003.0015.

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Dennett argues that Darwinism provides a universal theory of adaptation and improvement in design. In his “Tower of Generate and Test,” Dennett distinguishes four kinds of creatures that realize a Darwinian pattern on different scales and with different degrees of sophistication: Darwinian, Skinnerian, Popperian, and Gregorian creatures. I examine Dennett’s tower in the light of recent work on learning, and in the context of the phylogenetic tree. A class of associative learners—Humean organisms—probably lies between Dennett’s Darwinian and Skinnerian creatures. Various cognitive capacities are also more demanding than instrumental conditioning, but insufficient for Popperian cognition in Dennett’s sense. Creatures corresponding to these intermediate stages are named—Carnapian, Pearlian, Tolmanian. These stages are not arranged in a tower.
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37

Coleman, Mary Ruth, Lois Baldwin, and Daphne Pereles. It Takes a Team. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780190645472.003.0010.

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Meeting the needs of students who are twice exceptional (2e), those with gifts and talents as well as areas of disabilities, can feel daunting. Responding to the complexities of strengths and challenges of 2e students requires flexibility, innovation, and most especially teamwork. This chapter explores how the needs of 2e students change across the lifespan, sharing the role of the problem-solving team from early childhood through postsecondary planning. The chapter includes (a) problem-solving guidelines that foster collaboration to address academic, social, and emotional success; (b) examples of instructional strategies using universal design for learning and differentiated instruction for pre-K though postsecondary; and (c) family partnership approaches to support the students’ success.
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38

Kurup, Viji. Quality in Medical Education. Oxford University Press, 2016. http://dx.doi.org/10.1093/med/9780199366149.003.0012.

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Staying current with latest developments in the field of patient care is now universally considered to be a standard of care. The same standards have not been adopted in medical education, however, and many educational techniques used to train physicians are now outdated. This chapter reviews the evidence in medical education with respect to quality of three critical elements: the teacher, the process, and the learner. Students and faculty have different perceptions regarding the characteristics of effective teachers. Modern teaching methods no longer stress lecture-based sessions, but include techniques such as interactive learning and blended learning. Simulation is also an effective tool for learning technical skills, and for crisis and team training. When technological tools are used, they should be designed to enhance the learning experience. A number of studies show that learner engagement is the key factor in the learning process.
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39

Gannon, Anna. The Iconography of Early Anglo-Saxon Coinage. Oxford University Press, 2003. http://dx.doi.org/10.1093/oso/9780199254651.001.0001.

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This is the first scholarly art-historical appraisal of Anglo-Saxon coinage, from its inception in the late sixth century to Offa's second reform of the penny c.792. Outside numismatic circles, this material has largely been ignored because of its complexity, yet artistically this is the most vibrant period of English coinage, with die-cutters showing flair and innovation and employing hundreds of different designs in their work. By analysing the iconography of the early coinage, this book intends to introduce its rich legacy to a wide audience. Anna Gannon divides the designs of the coins into four main categories: busts (including attributes and drapery), human figures, animals and geometrical patterns, presenting prototypes, sources of the repertoire and parallels with contemporary visual arts for each motif. The comparisons demonstrate the central role of coins in the eclectic visual culture of the time, with the advantages of official sanctioning and wide circulation to support and diffuse new ideas and images. The sources of the motifs clarify the relationship between the many designs of the complex Secondary phase (c.710-50). Contemporary literature and theological writings often offer the key to the interpretation of motifs, hinting at a universal preoccupation with religious themes. The richness of designs and display of learning point to a sophisticated patronage with access to exotic prototypes, excellent craftsmanship and wealth; it is likely that minsters, as rich, learned, and well-organized institutions, were behind some of the coinage. After the economic crises of the mid-eighth century this flamboyant iconography was swept away: with the notable exeption of the coins of Offa, still displaying exciting designs of high quality and inventiveness, reformed issues bore royal names and titles, and strove towards uniformity.
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40

Estlund, Cynthia. Automation Anxiety. Oxford University Press, 2021. http://dx.doi.org/10.1093/oso/9780197566107.001.0001.

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This book confronts the hotly debated prospect of mounting job losses from automation, and the divergent hopes and fears that prospect evokes, and proposes a strategy for mitigating the losses and spreading the gains from shrinking demand for human labor. Leading economists have concluded that automation is already exacerbating inequality by destroying more decent middle-skill jobs than it is creating. As ongoing innovations in artificial intelligence, machine learning, and robotics continue to chip away at the comparative advantages of human labor in a range of work tasks, those innovations are likely to yield growing job losses in the foreseeable future—or likely enough that we should reckon with this prospect. The book argues that we should set our collective sights on ensuring broad access to adequate incomes, more free time, and decent remunerative work even in a world with less of it. That will require not a single “magic bullet” solution like universal basic income or a federal job guarantee, but rather a multifaceted strategy centered on conserving, creating, and spreading work. The book elaborates that strategy in the US context, but much of it is broadly relevant to other advanced economies. And while the proposed strategy is designed to address a foreseeable future of job scarcity, it will also help to rebalance lives already plagued by either too much work or not enough and to counter both economic inequality and racial stratification. The proposed strategy makes sense here and now, and especially as we face up to a future of less work.
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41

West-Eberhard, Mary Jane. Developmental Plasticity and Evolution. Oxford University Press, 2003. http://dx.doi.org/10.1093/oso/9780195122343.001.0001.

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The first comprehensive synthesis on development and evolution: it applies to all aspects of development, at all levels of organization and in all organisms, taking advantage of modern findings on behavior, genetics, endocrinology, molecular biology, evolutionary theory and phylogenetics to show the connections between developmental mechanisms and evolutionary change. This book solves key problems that have impeded a definitive synthesis in the past. It uses new concepts and specific examples to show how to relate environmentally sensitive development to the genetic theory of adaptive evolution and to explain major patterns of change. In this book development includes not only embryology and the ontogeny of morphology, sometimes portrayed inadequately as governed by "regulatory genes," but also behavioral development and physiological adaptation, where plasticity is mediated by genetically complex mechanisms like hormones and learning. The book shows how the universal qualities of phenotypes--modular organization and plasticity--facilitate both integration and change. Here you will learn why it is wrong to describe organisms as genetically programmed; why environmental induction is likely to be more important in evolution than random mutation; and why it is crucial to consider both selection and developmental mechanism in explanations of adaptive evolution. This book satisfies the need for a truly general book on development, plasticity and evolution that applies to living organisms in all of their life stages and environments. Using an immense compendium of examples on many kinds of organisms, from viruses and bacteria to higher plants and animals, it shows how the phenotype is reorganized during evolution to produce novelties, and how alternative phenotypes occupy a pivotal role as a phase of evolution that fosters diversification and speeds change. The arguments of this book call for a new view of the major themes of evolutionary biology, as shown in chapters on gradualism, homology, environmental induction, speciation, radiation, macroevolution, punctuation, and the maintenance of sex. No other treatment of development and evolution since Darwin's offers such a comprehensive and critical discussion of the relevant issues. Developmental Plasticity and Evolution is designed for biologists interested in the development and evolution of behavior, life-history patterns, ecology, physiology, morphology and speciation. It will also appeal to evolutionary paleontologists, anthropologists, psychologists, and teachers of general biology.
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