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Universal Design for Learning: Additional Resources





UCD Related Books and Journal Articles:

  • Adams, M. (1992). Promoting diversity in college classrooms. New Directions in Teaching & Literacy, 52
  • Anderson-Inman, L., & Horney, M. (1996/97). Computer-based concept mapping: Enhancing literacy with tools for visual thinking. Journal of Adolescent & Adult Literacy, 40(4), 302-306.
  • Armstrong, T. (2000). Multiple intelligences in the classroom (2nd ed.). Alexandria, VA: Association for Supervision and Curriculum Development.
  • Blythe, T., & Associates. (1998). The teaching for understanding guide. San Francisco: Jossey-Bass. Also available: http://learnweb.harvard.edu/alps/tfu/info3d.cfm
  • Bolter, J. D. (1991). Writing space: The computer, hypertext, and the history of writing. Hillsdale, NJ: Lawrence Erlbaum Associates.
  • Bowe, F. (2000). Universal design in education. Westport, CT: Bergin & Garvey.
  • Bowman, S. (2001). How to give it so they get it: A flight plan for teaching anyone anything and making it stick. Glenbrook, NV: Bowperson Publishing.
  • Bregman, A. S. (1990). Auditory scene analysis: The perceptual organization of sound. Cambridge, MA: MIT Press.
  • Brooks, J. G., & Brooks, M. (1993). In search of understanding: The case for the constructivist classroom. Alexandria, VA: Association for Supervision and Curriculum Development.
  • CAST eReader. [Computer software]. (1995). Peabody, MA: CAST.
  • CMP (Free-loan media program of over 4,000 open-captioned titles (videos, CD-ROM, and DVD): http://www.dcmp.org/Catalog/Default.aspx
  • Cole, M. (1996). Culture in mind. Cambridge, MA: Harvard University Press.
  • Cole, R.W. (1995). Educating everybody's children: Diverse teaching strategies for diverse learners. Alexandria, VA: Association for Supervision and Curriculum Development.
  • Cowan, R. S. (1983). More work for mother. New York: Basic Books.
  • Dalton, B., Pisha, B., Coyne, P., Eagleton, M., & Deysher, S. (2001). Engaging the text: Reciprocal teaching and questioning strategies in a scaffolded learning environment (Final report to the U.S. Office of Special Education). Peabody, MA: CAST. Available:
  • Dempster, F. N. (1993). Exposing our students to less should help them learn. Phi Delta Kappan, 74(6), 432-437.
  • Deshler, D. D., & Schumaker, J. B. (1988). An instructional model for teaching students how to learn. In J. L. Graden, J. E. Zins, & M. J. Curtis (Eds.), Alternative educational delivery systems: Enhancing instructional options for all students (pp. 391-411). Washington, DC: National Association of School Psychologists.
  • Emory University Office of Faculty Resources for Disabilities: Portals and Pathways to Inclusive Instruction http://www.portals.emory.edu/index.html
  • Faculty and Administrator Modules in Higher Education
  • Florida Department of Education. (1999). Instructional Materials Specifications for Reading Grades K-12, 2001-2002 Adoption. Available: http://www.fldoe.org/bii/instruct_mat/0708adoption/Specifications.pdf [November 15, 2001].
  • Gardner, H. (1993). Multiple intelligences: The theory in practice. New York: Basic Books.
  • Gardner, H. (1999). The disciplined mind: What all students should understand. New York: Simon & Schuster.
  • Gregory, G.H. & Chapman, C (2002). Differentiated instructional strategies: One size doesn't fit all. Thousand Oaks, CA: Corwin Press, Inc.
  • Hayes Jacobs, H. (1997). Mapping the big picture: Integrating curriculum and assessment K-12. Alexandria, VA: Association for Supervision and Curriculum Development.
  • Higbee, J.L. (ed.) (2003). Curriculum transformation and disability: Implementing universal design in higher education. Retrieved March 16, 2011 from http://muse.jhu.edu/journals/csd/summary/v045/45.1belch.html
  • Hitchcock, C., Meyer, A., Rose, D., & Jackson, R. (2002). Providing New Access to the General Curriculum: Universal Design for Learning. TEACHING Exceptional Children, 35(2), 8-17. http://journals.cec.sped.org/TEC/Articles/Article%201.pdf
  • Individuals with Disabilities Education Act (IDEA) amendments. [Online]. Available: http://www.ideapractices.org/ [November 15, 2001].
  • International Best Practice in Universal Design (March 2006). Canadian Human Rights Commision. Ottawa, ON.
  • Johnson, D. W., & Johnson, R. T. (1999). Making cooperative learning work. Theory into Practice, 38(2), 67-73.
  • Jorgensen, C. (1998). Restructuring High Schools for All Students: Taking Inclusion to the Next Level. Baltimore, MD: Paul . Brooks Publishing Co.
  • Kendall, J. S., & Marzano, R. J. (1997). Content knowledge: A compendium of standards and benchmarks for K-12 education. Aurora, CO: Mid-continent Regional Educational Laboratory. Available: http://www.mcrel.org/standards-benchmarks/
  • Lidz, C. S. (1987). Dynamic assessment: An interactional approach to evaluating learning potential. New York: Guilford Press.
  • Lazarro, J. (2001). Adaptive technologies for learning and work environments (ch. 7, 9). Chicago, IL: American Library Association.
  • Malone, T. W. (1981). Toward a theory of intrinsically motivating instruction. Cognitive Science, 4, 333-369.
  • Marr, M. B. (1997). Cooperative learning: A brief review. Reading and Writing Quarterly: Overcoming Learning Difficulties, 13(1), 7-20.
  • Massachusetts Curriculum Frameworks. [Online]. Available: http://www.doe.mass.edu [November 15, 2001].
  • McGuire, J. & Scott, S. (2006). Universal design for instruction: Extending the universal design paradigm to college instruction. Journal of Postsecondary Educational Disability, 19 (2), 124-134.
  • McLuhan, M. (1994). Understanding media. (New Edition). Cambridge, MA: The MIT Press.
  • Meskill, C. (1999). Computers as tools for sociocollaborative language learning. In K. Cameron (Ed.), CALL: Media, design and applications (pp. 141-164). The Netherlands: Swets & Zeitlinger.
  • Mid-continent Research for Education and Learning. [Online]. Available: http://www.mcrel.org/ [November 15, 2001].
  • Mueller, J. & Mace, R. (1998). The universal design file: Designing for people of all ages and abilities. The Center for Universal Design, North Carolina State University.
  • National Commission on Excellence in Education. (1983). A nation at risk: The imperative for educational reform. Washington, DC: U.S. Government Printing Office.
  • New York State Learning Standards. [Online]. Available: http://www.nysatl.nysed.gov/standards.html [November 15, 2001].
  • Noble, S. (2007). Universal Design for Math Learning: Bridging the Technology and Policy Divide. Design Science. [Online]. Available: http://www.dessci.com/en/reference/articles/lwd07-noble.htm
  • Ofiesh, N., Roias, C., Wad, R. (2006). Universal design and the assessment of student learning in high school education. Journal of Postsecondary Education and Disability. 19 (2) 173-181.
  • Roeher Institute (1996). Building bridges: Inclusive post-secondary education for people with intellectual disabilities. Author: North York, Ontario, Canada.
  • Rose, D. & Meyer, A. (2006). A practical reader in universal design for learning. Cambridge, MA: Harvard Education Press
  • Rose, D. & Meyer, A. (with Stangman, N. & Rappolt, G.) (2002). Teaching every student in the digital age. Alexandria, VA: Association for Supervision and Curriculum Development. Retrieved August 5, 2003, from http://www.cast.org/teachingeverystudent/ideas/tes/
  • Rose, D., & Meyer, A. (2000). The Future is in the Margins: The Role of Technology and Disability in Educational Reform. http://www.cast.org/system/galleries/download/byCAST/margins.pdf
  • Russell, M., & Haney, W. (2000). Bridging the gap between testing and technology in schools. Education Policy Analysis Archives, 8(19). Available: http://epaa.asu.edu/epaa/v8n19.html.
  • Scott, S. & Melruire, J. (2005). Implementing universal design for instruction to promote inclusive college teaching in going to college.
  • Sizer, T. R. (1992a). Horace's school: Redesigning the American high school. Boston: Houghton Mifflin.
  • Sizer, T. R. (1992b). Horace's compromise: The dilemma of the American high school. New York: Mariner Books.
  • State of Maine Learning Results. [Online]. Available: [November 15, 2001].
  • The Ohio State University (n.d.). Universal design for learning: Elements of good teaching. Retrieved August 5, 2003.
  • Tomlinson, C. A. (1999a). The differentiated classroom: Responding to the needs of all learners. Alexandria, VA: Association for Supervision and Curriculum Development.
  • Tomlinson, C. A. (1999b, September). Mapping a route toward differentiated instruction. Educational Leadership, 57(1), 12-16.
  • Tomlinson, C. (2001). How to differentiate instruction in mixed-ability classrooms (ch. 3-4) (2nded.) Alexandria, VA: Association for Supervision and Curriculum Development.Rosenholtz, S. J. (1991). Teacher's workplace: The social organization of schools. New York: Teachers College Press.
  • UIC Council for Excellence in Teaching and Learning (1998). Excellence in teaching and learning: The interface with technology. Chicago, IL: University of Illinois, Chicago. Retrieved August 5, 2003
  • University of Georgia Department of Instructional Technology: EDIT Studio
  • Willis, A. I., & Johnson, J. L. (2000, September). A horizon of possibilities: A critical framework for transforming multiethnic literature instruction. Reading Online, 4(3). Available: http://www.readingonline.org/articles/art_index.asp?HREF=/articles/willis/index.html
  • Wolk, R. (1998, November 25). Education's high-stakes gamble. Education Week, 18(15), 48.
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