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Universal Design for Learning, Media Literacy, and Repeated Measures in Inclusion Classrooms
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Author(s): Susan Rovet Polirstok (Kean University, USA)and Barbara C. Lee (Kean University, USA)
Copyright: 2019
Pages: 12
Source title:
Handbook of Research on Media Literacy Research and Applications Across Disciplines
Source Author(s)/Editor(s): Melda N. Yildiz (New York Institute of Technology, USA), Minaz Fazal (New York Institute of Technology, USA), Meesuk Ahn (New York Institute of Technology, USA), Robert Feirsen (New York Institute of Technology, USA)and Sebnem Ozdemir (Istinye University, Turkey)
DOI: 10.4018/978-1-5225-9261-7.ch001
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Abstract
This chapter highlights the role of universal design for learning in inclusive classrooms. How teachers design instruction to meet the diverse needs of all learners in inclusion classrooms is where the importance of universal design for learning lies. UDL is the “what,” “how,” and “why” of learning; its principles provide for multiple means of engaging students, multiple representations of instructional methods and materials, multiple types of student responses, and multiple means of evaluating performance. Presented from the context of multiple literacies including media literacy, this chapter explains how UDL can be applied in the classroom in concert with response to intervention, mastery learning, and repeated measures strategies. This chapter strongly argues the utility of using universal design for learning and its benefits for teaching in inclusion classrooms.
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