Universal Design for Individual Differences.

By Anne Meyer, David H. Rose. 2000

162 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/e02650412041c0157e4080a478efc3e3c410bb44

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Citations in the corpus

Differentiated Literacy Instruction: Boondoggle or Best Practice? (2020, background): “At present, differentiated instruction is now informed by a wide variety of constructs and theories, such as interest (Chakraverty & Tai, 2013), engagement (Guthrie & Wigfield, 2000), universal design (Meyer & Rose, 2000), and the largely debunked concept of learning styles (e.g., Stahl, 1999).”
Curriculum Planning for All Learners: Applying Universal Design for Learning (UDL) to a High School Reading Comprehension Program (2008, methodology): “One framework for addressing the diversity of all students and creating a flexible curriculum that supports access, participation, and progress for all learners is universal design for learning (UDL; Meyer & Rose, 2000; Rose & Meyer, 2002).”
Improved Lesson Planning With Universal Design for Learning (UDL) (2013, background): “UDL supports effective pedagogy that may include curricular materials, technologies, and instructional strategies that provide numerous means of representation, expression, and engagement (Meyer & Rose, 2000).”
Differentiated instruction and implications for UDL implementation (Effective Classroom Practices Report). U.S. Department of Education, Office of Special Education Programs. (2004, background): “…is a theoretical framework developed by CAST to guide the development of curricula that are flexible and supportive of all students (Dolan & Hall, 2001; Meyer & Rose, 1998; Pisha & Coyne, 2001; Rose, 2001; Rose & Dolan, 2000; Rose & Meyer, 2000a, 2000b, 2002; Rose, Sethuraman, & Meo, 2000).”
Universal Design for Learning: Guidelines for Accessible Online Instruction (2018, background): “…goals, methods, materials, and assessment strategies) was too constricted and not flexible enough to accommodate the diversity of students in the current school system (Meyer & Rose, 2000; Rappolt-Schlichtmann et al., 2012; Rose & Gravel, 2010; Rose & Meyer, 2000; Rose, Meyer, & Hitchcock, 2005).”
Successful Inclusive Practices in Middle and Secondary Schools (2005, background): “UDL makes curriculum, materials, and school environments usable for students from different backgrounds and with different learning styles (Meyer & Rose, 2002), thus, decreasing segregation of students based on their different performance levels or perceived abilities.”