What Really Works With Universal Design for Learning

Wendy W. Murawski, Ph.D., MBA, MEd, EdS, is the Executive Director and Eisner Endowed Chair for the Center for Teaching and Learning at California State University, Northridge (CSUN), where she is also a Full Professor in the Department of Special Education and the Director of SIMPACT Immersive Learning. Dr. Murawski is the national Past President of the Teacher Education Division (TED) of CEC and an internationally known speaker and author, presenting in Europe, Asia, Africa, and North America. Her research focuses on co-teaching and inclusive practices nationally and internationally. She has published extensively around inclusive education, co-teaching, collaboration, and Universal Design for Learning, to include 18 books and numerous chapters, blogs, and peer-reviewed articles. She is the CEO of 2TeachÒ Global (www.2TeachLLC.com), an educational consulting company dedicated to promoting inclusive education around the world. In her personal life, Wendy enjoys traveling with her husband, learning languages, reading, drinking merlot, seeing movies, going to Book Club, visiting her college-bound son Kiernan, and pretending she is going to work out. Kathy Lynn Scott, PhD, is the Center Administrative Analyst for the Center for Teaching and Learning at California State University, Northridge. Kathy was trained as an old school darkroom photographer, but she fell in love with all things to do with education. After conducting research on art education and adult education in England and coordinating research on learning disabilities in New Jersey, Kathy jumped from coast to coast, finding a new home with the CTL where she gets to do a little bit of everything related to education. When not acting as the “glue” for the CTL (as Wendy calls her), she’s happiest just relaxing at home, learning to cook new dishes, watching Jeopardy!, and shouting out the (not always correct) answers.

"This book is beautifully designed and organized. Educators will want to have it next to them as they plan their UDL-influenced lessons and environments. It is full of innovative, realistic, and reliable ideas for any educator, and it exemplifies that UDL is a framework that benefits all content areas, all contexts, and all educators."

• PrefaceAbout the EditorsAbout the ContributorsUDL: An Introduction From Pizza Parlor to the World - Katie NovakSECTION I. WHAT REALLY WORKS WITH CONTENT AREASChapter 1: UDL and Literacy: Providing Options for Language Success - Ruby L. Owiny, Anne Brawand, Janet JosephsonChapter 2: UDL and Mathematics: Making Algebra Accessible - Sarah A. Nagro, Jaime True Daley, Cathy R. GaspardChapter 3: UDL and Social Studies: Applying Project-Based Learning - Philip E. BernhardtChapter 4: UDL and Science: Integrating STEM - Barbara Serianni, Carolyn RethwischChapter 5: UDL and the Performing Arts: Inspiring Creativity - Rebecca M. Ashton, Tamarah M. AshtonSECTION II. WHAT REALLY WORKS WITH BEHAVIORChapter 6: UDL and Executive Functioning: Unlocking the Capacity for Learning - Jennifer D. Walker, Victoria RussellChapter 7: UDL and Positive Behavioral Interventions and Supports: Making Classroom Management Positive - Brittany L. Hott, Kathleen M. Randolph, Amelia MartinChapter 8: UDL and Adaptive Behavior: Addressing Conceptual, Social, and Practical Skills - Caitlyn A. Bukaty, Lauren A. DelisioSECTION III. WHAT REALLY WORKS WITH INSTRUCTIONChapter 9: UDL and Co-Teaching: Establishing the Perfect Union - Wendy W. Murawski, Leila Ansari RicciChapter 10: UDL and Assistive Technology: Utilizing Technology Beyond Mere Accessibility - Lauren A. Delisio, Caitlyn A. BukatyChapter 11: UDL and Implementation Fidelity: Providing Consistency Within Flexibility - Kimberly M. Johnson, Kyena E. CorneliusSECTION IV. WHAT REALLY WORKS WITH SPECIAL POPULATIONSChapter 12: UDL for Advancement: Unblocking the Traffic Jam - Claire E. HughesChapter 13: UDL and Early Childhood: Giving Young Children Choices Too - Zhen Chai, Ching-I ChenChapter 14: UDL and Students With Emotional/Behavioral Disorders: Promoting Self-Managers - Kimberly M. Johnson, Kyena E. CorneliusSECTION V. WHAT REALLY WORKS BEYOND THE CLASSROOMChapter 15: UDL and Administrators: Leading the Charge - Amy KramerChapter 16. UDL and Home School Collaboration: Partnering for Empowerment - Tesha FritzgeraldChapter 17: UDL and Policy: Considering Legal Implications - Jacqueline RodriguezChapter 18: UDL and Change: Taking Baby Steps to Success - Wendy W. Murawski, Katie NovakIndex