Universal Design for Learning in the Early Childhood Classroom
Teaching Children of all Languages, Cultures, and Abilities, Birth – 8 Years
Universal Design for Learning in the Early Childhood Classroom focuses on proactively designing PreK through Grade 3 classroom environments, instruction, and assessments that are flexible enough to ensure that teachers can accommodate the needs of all the students in their classrooms. Typically developing students, gifted students, students who are impacted by poverty, children who speak multiple languages or have a home language that is different than the classroom language, and students with identified or potential developmental or learning disabilities are all covered within this highly practical, easy-to-use guide to UDL in the early years.
Table of Contents
1. Welcome to this book and how to use it 2. Using UDL as a Framework: Providing Multiple Means of Representation 3. Using UDL as a Framework: Providing Multiple Means of Action and Expression 4. Using UDL as a Framework: Providing Multiple Means of Engagement 5. Where we are now and where we need to go 6. Professional Development Resources: Using the UDL Framework Across the DECAL Elements to Support Change in Professional Practices 7. What Administrators Need to Know: Using the UDL Framework Across the DECAL Elements to Improve Outcomes for Teachers and Students
Pamela Brillante, Ed.D. is an Assistant Professor in the Department of Special Education and Professional Counseling at The William Paterson University of New Jersey with specialties in early childhood inclusive practices and disability studies.
Karen Nemeth, Ed.M. is an author, speaker, and consultant with expertise in first and second language development who founded Language Castle LLC.
"This new resource lifts Universal Design for Learning (UDL) out of the world of jargon and plants it firmly on the ‘go-to’ shelf of those talented educators who are committed to supporting each and every young child. Whether a child is a dual language learner, an inexperienced learner, a slow learner, or a gifted learner, the tools and strategies in this book will both support a better experience for that particular child and also enhance the quality of learning and development for all children."
—Camille Catlett, Frank Porter Graham Child Development Institute