Teaching Every Student in the Digital Age: Universal Design for Learning

Book was brand new and in excellent condition. Shipping was quick and efficient. This book is an excellent resource for educators interested in learning about 21st century teaching skills and how to incorporate them into their day-to-day assessments and instruction!

The Universal Design for Learning will have to have administration support for it to succeed. That doesn't mean it will not work in a single teacher's classroom, but requiring it in lesson plans is the only way this is really going to make the possible changes it could create in classrooms.

This book was required for a Master's class taken at U of I (IL). It will open your eyes as a teacher. I especially enjoyed the section that discusses Universal Design for Learning. The applictions were very practical. For those wanting to incorporate technology into their lesson plans, this book is for you. It focuses on how to do so for students of all learning types. A great reference book for the future.

This book is a must-read for teachers and administrators faced with the demands of the No Child Left Behind (NCLB) legislation. NCLB requires that all children progress in the general curriculum. Teaching Every Student in the Digital Age lays the theoretical groundwork and offers practical examples and recommendations on how digital technologies can be used to break down barriers to learning that impair the performance of many students.Authors Rose and Meyer cite two converging dynamics at play that are helping eliminate such barriers: one is the discoveries of neural science that explain the great diversity in student learning; the other is the growth in digital technologies. As they see it, digitization makes possible a rich array of media that are beginning to match the complex of ways that students learn and express that learning. Rose and Meyer urge material developers to follow principles of Universal Design for Learning (UDL). Just as buildings today are designed to be accessible to all, without added ramps, so say the authors, educational materials should be created without barriers to content. If type is a barrier, alternative routes to content (such as audio, enlarged type, or shifts in foreground and background color) can and should be provided.As I noted, this book has an excellent balance between theory and practice. It is supported by a rich Web site (http://www.cast.org/teachingeverystudent) and would make an excellent text for pre-service or in-service programs.