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Universal instructional design (UID) or universal design for instruction (UDI) is an educational framework for applying universal design principles to learning environments with a goal toward greater accessibility for all students, including students with disabilities.
Universal design calls for "the design of products and environments to be usable by all people, to the greatest extent possible, without the need for adaptation or specialized design". [7] UDL applies this general idea to learning: that curriculum should, from the outset, be designed to accommodate all kinds of learners. [ 1 ]
Inclusive design is a design process in which a product, service, or environment is designed to be usable for as many people as possible, particularly groups who are traditionally excluded from being able to use an interface or navigate an environment.
Universal design is also being applied to the design of technology, instruction, services, and other products and environments. Several different fields, such as engineering, architecture, and medicine collaborate in order to effectively create accessible environments that can lend to inclusion for a variety of disabilities. [4]
Disability studies in education (DSE) is a field of academic study concerned with education research and practice related to disability.DSE scholars promote an understanding of disability from a social model of disability perspective to "challenge social, medical, and psychological models of disability as they relate to education". [1]
The types of special needs vary in severity, and a student with a special need is classified as being a severe case when the student's IQ is between 20 and 35. [1] These students typically need assistance in school, and have different services provided for them to succeed in a different setting. [2] [3]
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Higher academic achievement: Mainstreaming has shown to be more academically effective than exclusion practices. [9] For instance, the National Center for Learning Disabilities found that the graduation rate for students with learning disabilities was 70.8% for the 2013-2014 year, [10] although this report does not differentiate between students enrolled in mainstreaming, inclusive, or ...