Transforming Higher Education Through Universal Design for Learning

An International Perspective
Herausgeber: Bracken, Seán; Novak, Katie

• Gebundenes Buch

Produktbeschreibung

Providing insight into the background, theory and practical applications of Universal Design for Learning (UDL) in the Higher Education sector; this book examines and shares best practice in UDL implementation worldwide.

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Produktdetails

• Verlag: Taylor & Francis Inc
• Seitenzahl: 370
• Erscheinungstermin: 26. Februar 2019
• Englisch
• Abmessung: 234mm x 156mm x 22mm
• Gewicht: 721g
• ISBN-13: 9780815354727
• ISBN-10: 081535472X
• Artikelnr.: 55432769

Autorenporträt

Seán Bracken is a Principal Fellow of the Higher Education Academy in the UK. He is a Principal Lecturer and a Learning and Teaching Coordinator at the University of Worcester, where his research and practice incorporates Universal Design for Learning and inclusion in all sectors of education. For the past 30 years, Seán has worked internationally as a teacher, teacher educator, lecturer and educational project manager. He is passionate about enhancing learning opportunities and outcomes for all students. Katie Novak is an internationally renowned education consultant as well as a practising leader in education as an Assistant Superintendent of Schools in Massachusetts and a graduate instructor. Katie designs and presents workshops both nationally and internationally, focusing on implementation of Universal Design for Learning and universally designed leadership to increase access and engagement of all students, regardless of variability.

Inhaltsangabe

Foreword; Introduction; Section 1: UDL and Strategic Leadership: A Whole
University Approach to Inclusive Practice; Chapter 1: Universal Design for
Learning - License to Learn: A process for mapping a Universal Design for
Learning Process on to Campus learning; Chapter 2: From National Policy to
University Practice: Developing an Inclusive Learning Environment within
and beyond the United Kingdom; Chapter 3: Universal Design for Learning and
Strategic Leadership: A Whole University Approach to Inclusive Practice;
Section 2: Working in Partnership with Key Stakeholders to Engage All
Students; Chapter 4: Transforming the Professor: Motivating University
Students in Every Discipline Through Design; Chapter 5: The Transition to
Higher Education: Applying University Design for Learning to Support
Student Success; Chapter 6: Using Professional Learning Communities to
Redesign Learning Environments in HEIs; Section 3: Facilitating Multiple
Identities and Student Engagement; Chapter 7: Instructional Design with
UDL: Addressing Learning Variability in College Courses; Chapter 8: UDL in
Apprenticeships and Career Training Programs that Serve Youth with Untapped
Talent; Chapter 9: Pedagogy of Seasons and UDL: The Multiple Temporalities
of Learning Involving the University as a Whole; Chapter 10: Not Just
Disability: Getting Traction for UDL Implementation with International
Students; Section 4: Transforming Learning: Redesigning Curriculum, Format,
Content and Practice; Chapter 11: Transforming Teaching and Learning in
HEIs: Impacts of UDL on Professional Development of University Lecturers;
Chapter 12: Cognitive Accessibility: Stretching the Boundaries of UDL in
Higher Ed; Chapter 13: From Teaching Content to Teaching Students: UDL as a
Vehicle for Improving Curriculum and Praxis Design; Chapter 14: Integration
Through Collaboration: Building Strategic Faculty Partnerships to Shift
Minds and Practices; Chapter 15: Creating Synergies Between UDL and Core
Principles of the European Higher Education Area in Planning for
Pre-service Teacher Education; Chapter 16: Developing Assessment and
Feedback Approaches to Empower and Engage Students: A Sectoral Approach in
Ireland.; Section 5: Providing access to learning for all - Enabling
inclusive learning through digital literacy and technologies; Chapter 17:
Restructuring the Blended Learning Environment on Campus for Equity and
Opportunity through UDLChapter 18: Promoting Digital Access and Inclusivity
in Open and Distance Learning in South Africa: A UDL Approach; Chapter 19:
UDL, Online Accessibility, and Virtual Reality: Designing Accessible and
Engaging Online Courses; Conclusion: Universal Design for Learning: A
Global Framework for Realizing Inclusive Practice in Higher Education