Teaching Every Student in the Digital Age: Universal Design for Learning

By David H. Rose, Anne Meyer. 2002

784 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/fb03af22748259abeef27ab6090076c8d4d48c00

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Information Systems

Citations in the corpus

Motivating Students in the EFL Classroom: A Case Study of Perspectives. (2011, background): “Rose and Meyer (2002) add that in education, a universal design for learning aims at providing students with multiple ways of representation and facilitating engagement and expression.”
Curriculum Planning for All Learners: Applying Universal Design for Learning (UDL) to a High School Reading Comprehension Program (2008, methodology): “. multiple or flexible options in expression and performance (the " how " of learning), and 3. multiple or flexible ways to engage learners in the curriculum (the " why " of learning; Rose & Meyer, 2002).”
Using Evidence-Based Multimedia to Improve Vocabulary Performance of Adolescents With LD (2014, background): “Although the theory of learning that undergirds UDL is appropriate for many students with LD (Rose & Meyer, 2002), this is not sufficient on its own to categorize UDL as an EBP.”
Using Systematic Instruction and Graphic Organizers to Teach Science Concepts to Students With Autism Spectrum Disorders and Intellectual Disability (2013, background): “Universal Design for Learning (UDL) promotes the identification of practices that meet the needs of all of the learners in the classroom by designing flexible and supportive curricula with accessible curriculum (e.g., goals, methods, materials, assessments; Rose & Meyer, 2002).”
Providing New Access to the General Curriculum (2002, methodology): “Teaching Every Student: TES Web Site—http://www.cast.org/tes The Teaching Every Student (TES) Web site is an interactive learning environment that explains and exemplifies CAST’s concept of Universal Design for Learning (UDL), and forms a bridge between UDL theory and classroom practice.”
Support for Students with Hidden Disabilities in Universities: A Case Study (2015, background): “Universal design for learning (Rose & Meyer, 2002) has stimulated interest as it aims to provide inclusive environments for learning and engagement whereby all students can experience a range of choices for accessing, processing, and demonstrating knowledge in their chosen area of specialisation.”
Using a Participatory Action Research Approach to Create a Universally Designed Inclusive High School Science Course: A Case Study (2006, background): “A universally designed curriculum provides flexible means of representation, expression, and engagement in order to make the curriculum accessible to the broadest array of learners (Rose & Meyer, 2002).”
A Comprehensive Approach to RTI: Embedding Universal Design for Learning and Technology (2010, background): “Currently, UDL (Center for Applied Special Technology [CAST], 2008; Rose & Meyer, 2002) is the most comprehensive instructional desigri framework for implementing this type of accessible environment.”
Higher education students with disabilities speaking out: perceived barriers and opportunities of the Universal Design for Learning framework (2017, background): “Literature supports this finding (Rose et al. 2005; Schwanke, Smith, and Edyburn 2001), and claims to differentiate between ‘access to information’ and ‘access to learning needs’ (Rose and Meyer 2002).”
Universal Design for Learning: Meeting the Needs of All Students (2011, background): “…while individuals were engaged in learning tasks (e.g., reading, writing) revealed three networks at work in the brain during learning: recognition network (the "what" of learning), strategic network (the "how" of learning), and affective network (the "why" of learning) (Rose & Meyer, 2002).”
Mind, Brain, and Education: Building a Scientific Groundwork for Learning and Teaching1 (2009, background): “…companies and nonprofi t organizations include many individuals with this kind of practical skill, such as the Center for Applied Special Technology ( www.cast.org ), which creates educational software that facilitates learning and supports diverse learning pathways ( Rose & Meyer, 2002 ).”