This tool is written for parents/caregivers to navigate and support their children’s learning at home. It was written in response to the shift to learning-at-home as a result of the COVID-19 pandemic although the strategies are just as relevant now that most students in Australia have returned to school. The tool recognises the challenges and frustrations parents/caregivers and their children may face in making sense of the learning that has been sent home. This tool is also relevant to educators planning work during the COVID-19 pandemic or another situation that requires a student to be learning-at-home (e.g., recovering from surgery).

This resource highlights the production of a 360 view of the Algiers STEM Center activities, with intensive insights into the UDL in STEM teacher training modules. The Algiers STEM Center, located in Algiers, Algeria, has become a magnet for inquiring youth, with over 2,000 participants benefiting from interactive makers’ inspired activities such as coding, robotics, engineering, chemistry and artificial intelligence. The Center has graduated 82 teacher candidates from the UDL in STEM Teacher training program. Graduates continue to work directly with youth both in the STEM Center and in public and private schools across Algeria. This resource summarizes the use of virtual reality technology to explore a sample spectrum of STEM workshops and teacher training activities. Activities are all rooted in the application of UDL principles to provide accessible learning experiences for STEM educators in Algeria’s unique context.

This resource presents tools and strategies used by two school Principals to transform a vision of inclusion into a school wide mindset and practice. An Elementary School Principal will share his approach to UDL implementation from the perspective of the development of expert teachers. An Early Learning Center Principal will share his approach to UDL implementation from the perspective of development of expert learners. Capacity to embark upon these UDL implementation journeys has been built in collaboration with the Region 4 Education Service Center (Region 4, Texas) and with district wide universal systems.

“All students can learn and succeed, but not on the same day in the same way.” William G Spady.

This resource begins with knowing that all students are able to learn and make progress toward meeting the Academic Standards for the grade in which they are enrolled. It will examine the process of dissecting the standards to create a lesson plan that encompasses all learners, including those with significant disabilities. Whether by high tech, low tech or no tech, all students can participate and thrive in the UDL classroom. Good DESIGN is the key.

This resource takes a critical look at progress made in the research and implementation of the Universal Design for Learning framework based on the propositions presented by Edyburn.

The Inclusion Collaborative of SCCOE promotes a culture that values all children by strengthening, sustaining, and ensuring inclusive practices. We believe every individual regardless of abilities and disabilities has the right to full access to quality inclusive learning and community environments.

The Inclusion Collaborative of SCCOE promotes a culture that values all children by strengthening, sustaining, and ensuring inclusive practices. We believe every individual regardless of abilities and disabilities has the right to full access to quality inclusive learning and community environments.

Alberta Education has released a series of video's on Inclusive Education.  This edition introduces Universal Design for Learning in a clever, narrated animation suitable for teachers, students, parents and implementation leaders.  

In this TEDxUniversityofTulsa presentation, Jan Wilson challenges conventional thinking about disability, with implications for inclusive education.  Wilson relates how implementation of UDL in the classroom upends traditional "one size fits all" methods.