Readings

=Week 1=

Session 1 readings
Story, M. F. (2011). The Principles of Universal Design. In W. F. E. Preiser & K. H. Smith (Eds.), Universal Design Handbook (2nd ed., pp. 4.3-4.12). New York: McGraw-Hill. Webb, J., Williams, B. T., & Smith, K. H. (2011). Redefining design and disability: A person-environment fit model. In W. F. E. Preiser & K. H. Smith (Eds.), Universal Design Handbook (2nd ed., pp. 4.3-4.12). New York: McGraw-Hill.

Session 2 readings
Edyburn, D.L. (2010). Would you recognize Universal Design for Learning if you saw It? Ten propositions for new directions for the second decade of UDL. Learning Disability Quarterly, 33(1), 33-41.

=Week 2=

Session 4 readings
Council for Exceptional Children. (2005). Instructional theories supporting Universal Design for Learning—teaching to individual learners. In Universal design for learning: A guide for teachers and educational professionals (pp. 21-40). Arlington, VA. Brown, J. S., Collins, A., & Duguid, P. (1989). Situated cognition and the culture of learning. Educational Researcher, 18(1), 32-42. Guthrie, J. T., & Cox, K. E. (2001). Classroom conditions for motivation and engagement in reading. Educational Psychology Review, 13(3), 283-302. Hall, T., Strangman, N. & Meyer, A. (2003). Differentiated instruction and implications for UDL implementation. Wakefield, MA: National Center on Accessing the General Curriculum. Available from: []

=Week 3=

Session 5 readings
Hitchcock, C. et al. (2005). Equal access, participation, and progress in the general education curriculum. In D. H. Rose, A. Meyer, & C. Hitchcock (Eds.), The universally designed classroom: Accessible curriculum and digital technologies (pp. 37-69). Cambridge, MA: Harvard Education Press.

=Week 4=

Session 7 readings
Frattura, E. & Capper, C. A. (2006). Segregated programs versus integrated comprehensive service delivery for all learners. Remedial and Special Education, 27(6). 355-364. Wu, X. (2010). Universal design for learning: A collaborative framework for designing inclusive curriculum, Inquiry in Education, 1(2),

Ketterlin-Geller, L. R. (2005). Knowing what all students know: Procedures for developing universally designed assessments. Journal of Technology, Learning, and Assessment, 4(2), available from []

Session 8 readings
Coyne, M. D., Kame'enui, E. J., & Simmons, D. C. (2004). Improving beginning reading instruction and intervention for students with LD: Reconciling" all" with" each". Journal of Learning Disabilities, 37(3), 231.

Baker, S., Gersten, R., & Scanlon, D. (2002). Procedural facilitators and cognitive strategies: Tools for unraveling the mysteries of comprehension and the writing process, and for providing meaningful access to the general curriculum. Learning Disabilities Research & Practice, 17(1), 65-77.

Graham, S., Harris, K. R., & Larsen, L. (2001). Prevention and intervention of writing difficulties for students with learning disabilities. Learning Disabilities Research & Practice, 16(2), 74-84. Hall, T., & Stegila, A. (2003). Peer mediated instruction and intervention. Wakefield, MA: National Center on Accessing the General Curriculum. Retrieved October 21, 2011, from []

=Week 5=

Session 9 readings
Boon, R. T., Burke, M. D., Fore III, C., & Spencer, V. G. (2006). The impact of cognitive organizers and technology-based practices on student success in secondary social studies classrooms. Journal of Special Education Technology, 21(1), 5-15.

Mastropieri, M. A., Berkeley, S., Scruggs, T. E., & Marshak, L. (2008). Improving content-area instruction using evidence-based practices. Insights on Learning Disabilities, 5(1), 73-88.

Palincsar, A. S., Magnusson, S. J., Collins, K. M., & Cutter, J. (2001) Making science accessible to all: Results of a design experiment in inclusive classrooms. Learning Disability Quarterly, 24(1), 15-32.

Session 10 readings
King-Sears, M. (2009). Universal design for learning: Technology and pedagogy. Learning Disability Quarterly, 32, 199-201. Jonassen, D. et al (2008). What is meaningful learning? In D. Jonassen et al. (Eds). Meaningful learning with technology. 3rd Edtn. pp1-17. Pearson/Merrill Prentice Hall: Upper Saddle River, N.J.

Marino, M. T., Sameshima, P., & Beecher, C. C. (2009). Enhancing TPACK with assistive technology: Promoting inclusive practices in preservice teacher education. Contemporary Issues in Technology and Teacher Education, 9(2), 186-207.

Anderson-lnman, L, & Horney, M. (2007). Supported eText: Assistive technology through text transformations. Reading Research Quarterly, 42(1), 153-160. Proctor, C. P., Dalton, B., & Grisham, D. L. (2007). Scaffolding English language learners and struggling readers in a universal literacy environment with embedded strategy instruction and vocabulary support. Journal of Literacy Research, 39(1), 71-93. The Cognition and Technology Group at Vanderbilt. (1998). Doing with understanding: Lessons from research on problem- and project-based learning. The Journal of the Learning Sciences. 7(3/4). 271-311.

=Week 6=

Session 11 readings
Basham, J. D., Israel, M., Graden, J., Poth, R., & Winston, M. (2010). A comprehensive approach to RTI: Embedding universal design for learning and technology. Learning Disability Quarterly, 33(4), 243-255. Rose, D. H., Hasselbring, T. S., Stahl, S., & Zabala, J. (2004). Assistive technology and universal design for learning: two sides of the same coin. In D. Edyburn, K. Higgins, & R. Boone (Eds), Handbook of special education technology research and practice. Whitefish Bay, WI: Knowledge by Design, Inc.

Session 12 readings
Watkins, J. K. et al. (2004). The role of visual image: What are students really learning from pictorial representations? Journal of Visual Literacy. 24(1). 23-40. Stokes, S. (2002). Visual literacy in teaching and learning: A literature perspective. Electronic Journal for the Integration of Technology in Education. Jewitt, C. et al. (2001). Exploring learning through visual, actional and linguistic Communication: the multimodal environment of a science classroom. Educational Review. 53(1). 5-18. Begoray, D. (2001). Through a glass darkly: Visual literacy in the classroom. Canadian Journal of Education. 26(2). 201-217. Hibbing, A.N. & Rankin-Erickson, J.L. (2003). A picture is worth a thousand words: Using visual images to improve comprehension for middle school struggling readers. The Reading Teacher, 56(8), 758-770.

=Week 7=

Session 13 readings
Sandhu, J. S. (2011). The rhinoceros syndrome: A contrarian view of universal design. In W. F. E. Preiser & K. H. Smith (Eds.), Universal Design Handbook (2nd ed., pp. 4.3-4.12). New York: McGraw-Hill.