Universal Design for Learning in the Early Childhood Classroom: Teaching Children of all Languages, Cultures, and Abilities, Birth – 8 Years

Description

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. Universal Design for Learning in the Early Childhood Classroom- Front Cover Universal Design for Learning in the Early Childhood Classroom Title Page Copyright Page Contents Meet the Authors Chapter 1: Welcome to This Book and How to Use It Schools Are Changing—What Does That Mean to a Teacher? What Teachers Need to Know and Be Able to Do in Schools of the Future Special Features in This Book Chapter 2: Using UDL as a Framework: Providing Multiple Means of Representation What Does This Mean to a Teacher? Guided Questions Multiple Means of Representation—Classroom Design Multiple Means of Representation—Learning Materials Multiple Means of Representation—Technology and Digital Resources Chapter 3: Using UDL as a Framework: Providing Multiple Means of Action and Expression What Does This Mean to a Teacher? Guided Questions Core Considerations of DAP for Action and Expression Action and Expression in the Early Childhood Classroom Multiple Means of Action and Expression—Active Learning Multiple Means of Action and Expression—Routines and Schedules Multiple Means of Action and Expression—Ongoing Assessment Multiple Means of Action and Expression—Teacher Resources Chapter 4: Using UDL as a Framework: Providing Multiple Means of Engagement What Does This Mean to a Teacher? Guided Questions Multiple Means of Engagement Chapter 5: Where We Are Now and Where We Need to Go Guided Questions All Together Now—The New Normal Children from Different Experiences Children from Different Cultures Children with Different Abilities and Disabilities Children Who Speak Different Languages Why Is UDL, and Especially DECAL, so Important? Chapter 6: Professional Development Resources: Using the UDL Framework Across the DECAL—Elements to Support Change in Professional Practices What Does This Mean to a Teacher? Guided Questions How Did We Get Where We Are Today? How Do We Change? New Perspectives on Professional Development UDL—Representation Guidance for Professional Development Providers UDL—Action/Expression Guidance for Professional Development Providers UDL—Engagement Guidance for Professional Development Providers Addressing Critical Professional Learning Topics with a UDL Approach Chapter 7: What Administrators Need to Know: Using the UDL Framework Across the DECAL—Elements to Improve Outcomes for Teachers and Students Message to Administrators Guided Questions Defining Key Terms Change Happens; Be Proactive Promising Trends to Watch Making the Commitment to Operating the Best Program You Can for Each and Every Child Establishing a Vision for Leading with Diversity in Mind Meeting the Needs of Each Individual Staff Member Self-Check Resources for Leaders Right from the Start References Appendix A Appendix B