Guidelines

for implementing UDL practices in the inclusive virtual classroom

References

References

Burghstaler, S. (2012). Universal design in postsecondary education: Process, principles, and applications. Retrieved Feb 4, 2013.

CAST. (2014). Transforming education through universal design for learning. Retrieved Feb 4, 2015.

Connell, B. R., Jones, M., Mace, R., Mueller, J., Mulick, A., Ostroff, E., . . .Vanderheiden, G. (1997). Principles of universal design. Version 2.0. Raleigh, NC: North Carolina State University.

Crow, K. L. (2007). Universal Design Principles: An Overview. 2007 Annual Proceedings-Anaheim: Volume# 2, 99.

Jung, L. A. (2007). Writing SMART Objectives and Strategies That Fit the ROUTINE. TEACHING Exceptional Children, 39(4), 54–58. https://doi.org/10.1177/004005990703900406

Jung, L. A., Gomez, C., Baird, S. M., & Keramidas, C. L. G. (2008). Designing Intervention Plans. TEACHING Exceptional Children, 41(1), 26–33. https://doi.org/10.1177/004005990804100103

Meyer, A., Rose, D.H., & Gordon, D. (2014). Universal design for learning: Theory and Practice. Wakefield, MA: CAST Professional Publishing.

National Center on Universal Design for Learning. (2012). UDL Guidelines – Version 2.0.

OECD. (2020). The impact of COVID-19 on student equity and inclusion: supporting vulnerable students during school closures and school re-openings. OECD Publishing.

Rao, K., & Meo, G. (2016). Using universal design for learning to design standards-based lessons. Sage Open, 6(4), 1-12.

Roberts, K., Park, H., Brown, S. & Cook, B. (2011). Universal design for Instruction in postsecondary education systematic review of empirically based articles. Journal of Postsecondary Education and Disability, 24(1), p.5-15.

Rodrigo Mendes Institute. (2020). Protocols on Inclusive Education during the COVID-19 pandemic: An Overview of 23 Countries and International Organizations.

Rose, D. and Strangman, N. (2007). Universal Design for Learning: meeting the challenge of individual learning differences through a neurocognitive perspective. Universal Access in the Information Society, 5, 381-391. DOI 10.1007/s10209-006-0062-8

Rose, D., Meyer, A., Strangman, N., and Rappolt, G. (2002). Teaching Every Student in the Digital Age. Alexandra, Virginia: Association for Supervision and Curriculum Development.

Saetra, L. (2021). Individualized Education Plans during the Covid-19 school lockdown in Norway: a qualitative study on teachers’ self-reported success of online teaching. University of Oslo.

Sailor, W., McCart, A. B., & Choi, J. H. (2018). Reconceptualizing Inclusive Education Through Multi-Tiered System of Support. Inclusion, 6(1), 3–18. https://doi.org/10.1352/2326-6988-6.1.3

Sanches-Ferreira, M., Lopes-dos-Santos, P., Alves, S., Santos, M., & Silveira-Maia, M. (2013). How individualised are the Individualised Education Programmes (IEPs): an analysis of the contents and quality of the IEPs goals. European Journal of Special Needs Education, 28(4). https://doi.org/10.1080/08856257.2013.830435

Stenhoff, D. M., Pennington, R. C., & Tapp, M. C. (2020). Distance Education Support for Students with Autism Spectrum Disorder and Complex Needs During COVID-19 and School Closures. Rural Special Education Quarterly, 39(4), 211–219. https://doi.org/10.1177/8756870520959658

Uldry, M., & Leenknecht, A.-S. (2021). Impact of COVID-19 on persons with disabilities. In EUROPEAN HUMAN RIGHTS REPORT (Issue 5). https://doi.org/10.4324/9780203761748-10

World Bank. (2020). Pivoting to Inclusion: leveraging lessons from the COVID-19 crisis for learners with disabilities. https://doi.org/10.1596/34237

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