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The Universally Designed Classroom: Accessible Curriculum and Digital Technologies


reviewed by Melanie Shoffner - April 24, 2006

coverTitle: The Universally Designed Classroom: Accessible Curriculum and Digital Technologies
Author(s): David H. Rose, Anne Meyer, Chuck Hitchcock (Eds.)
Publisher: Harvard University Press, Cambridge
ISBN: 1891792636, Pages: 208, Year: 2005
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“How can I effectively meet the diverse learning needs of my students?”  Pre-service and practicing teachers ask this question on a daily basis.  Increasing numbers of diverse learners are entering general education classrooms, pushing teachers to expand their understanding and implementation of curriculum and pedagogy.    “How can I use digital technologies to meet my students’ needs?”  Perhaps pre-service and practicing teachers are not asking this question often enough.  Despite the growing presence of technology in today’s schools, teachers are apt to underutilize specific technologies that could be beneficial to the diverse learners in their classrooms.   Acknowledging the importance of these two questions, The Universally Designed Classroom provides one answer: a universal design for learning (UDL).  Universal design addresses the needs of individuals with disabilities at the creation (or design) stage rather than superimposing necessary modifications at a later point—think of constructing a concrete ramp when a building is originally built... (preview truncated at 150 words.)


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Cite This Article as: Teachers College Record, Date Published: April 24, 2006
https://www.tcrecord.org ID Number: 12497, Date Accessed: 12/8/2019 6:45:42 PM

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About the Author
  • Melanie Shoffner
    Purdue University
    E-mail Author
    MELANIE SHOFFNER is an Assistant Professor of English Education at Purdue University. Before completing her Ph.D. at the University of North Carolina at Chapel Hill, she taught secondary English in North Carolina and Arizona. Her academic interests include the exploration of pre-service teacher reflective practice; the uses of educational technology in teacher preparation; and the development of the English teacher from societal, historical, and moral perspectives. Her current research focuses on pre-service teachers’ use of weblogs for informal reflection.
 
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